California High School

School Counselors Handbook

2013-2014

California High School. 6000 J Street Sacramento, CA. 95819. (916) 278-7766

Index
Mission Statement/Philosophy

p. 3

Counseling Staff

p. 4

Counseling Consent Form

p. 5

Small Group Experience

p. 6-8

Consultation Services

p. 9-13

Yearly/Weekly Calendars

p. 14-16

Emergency Procedures

p. 17-19

504/IEP Plans

p. 20

Assessment and Evaluation

p. 21-24

Effectiveness of Program

p. 25

Resources

p. 26

Mission Statement
The California High School comprehensive guidance program will provide an integrated
program of academic, career/vocational, and personal/social services designed to improve all
students abilities to take advantage of the educational opportunities of the California Unified
School District.

Philosophy of School Counseling Program

Following the standards of the American School Counselor Association (ASCA),all members of
the school counseling staff will empower students to meet standards of excellence that foster
intellectual curiosity and ready them to be responsible, productive, creative and employable
citizens who effectively communicate in a culturally diverse and technologically based society.
The foundation of California High Schools counseling program is based in Solution Focused
Therapy as it is well suited for the programs high volume of case loads. Counselors advocate for
all students and place much value with all they come into contact with.

California High School Counseling Staff

Casie Mann
Head Counselor
Drug and Substance Abuse Specialist
(916) 278-4456
cmann@californiahs.k12.edu
Casie Mann is a graduate of Cal State Fullerton, and earned a BS Degree in Kinesiology. She
earned her Masters Degree in Education and earned her PPS credential at the University of
Redlands. She has been a teacher for the last six years. She also facilitates Celebrate Recovery,
and 12 Step Programs for youth and adults.

Kylie Webb
College Readiness Program, PSAT Administration, College Night, Financial Aid Night, AVID
Liasion
(916) 278-4455
kwebb@californiahs.k12.edu
Kylie Webb is a graduate of California State University, Sacramento and earned her Masters of
Arts in School Counseling at the University of Redlands in May of 2015. She loves working at
California High School and is the coordinator of the College Readiness program here at
California High. When not at school, Kylie likes to bake and enjoy the great outdoors. Her
counseling motto is Not here to help shape good kids, but to help shape responsible adults

California High School Counseling Services

Small Group Experiences
Comprehensive Guidance Programs: Linking School Success With Life Success
SMALL GROUP COUNSELING: GROUP SESSION TEMPLATE
GROUP TITLE: Grief Group
Session Title: Session # ______of _____
Grade Level:

Estimated Time:

Small Group Counseling Session Purpose:

Materials (include activity sheets and/or supporting resources)
Session (Formative) Assessment
Session Preparation
Essential Questions:
Engagement (Hook):
Procedures
Professional School Counselor Procedures:
1.
2.
3.
4.
5.
Student Involvement:
1.
2.
3.
4.
5.
6

Follow-Up Activities (Optional)

PSC will provide suggestions for follow-up activities to be implemented by counselor, administrators,
teachers,parents, community partnerships
Counselor reflection notes (completed after the lesson)
STUDENT LEARNING: How will students lives be better as a result of what happened during this lesson?
SELF EVALUATION: How did I do?
IMPLEMENTATION PROCEDURES: How did the session work?

Today I met with my school counselor and other group members.

Session Goal:
_______________________________________________________________
Today we talked about the following information during our group:
Circle one or more items.
Friendship Study Skills Attendance
Feelings Behavior School Performance
Family Peer Relationships Other ________________
Group Assignment:
I will complete or practice the following at school and/or at home before our next
session:
_____________________________________________________________________
Our next group meeting will be:
Date: ____________________________ Time: ____________________________
Additional Comments:
Please contact ___________________________, Professional School Counselor at
_____________ if you have further questions or concerns.

Follow-up Interviews/Session with Students

Potential Interview Questions:
How are things going?
What specific skills are you practicing now that the group is over?
What was the most useful thing you learned from the group?
What could you use more practice on?
How are things different for you now?
What is better?
What is worse?
What Progress have you made toward the goals you set for yourself at the end of our
group meetings?
How are you keeping yourself accountable?
What suggestions do you have for future groups?
Rank your overall experience on a scale from (low) 1 5 (high): ______
5 = Most positive activity in which I have participated for a long time
4 = Gave me a lot of direction with my needs
7

3 = I learned a lot about myself and am ready to make definite changes

2 = I did not get as much as I had hoped out of the group
1 = The group was a waste of my time

What specific things contributed to the ranking you gave your experience in the group?
What would have made it better?
SMALL GROUP COUNSELING: TEACHER PRE/POST-GROUP PERCEPTIONS
(SAMPLE 1 OF 2)
Note: The classroom teacher completes Part 1 of this document before students begin group sessions
and completes Part 2 after the group has been completed. This process will provide the school counselor
with follow up feedback about individual students who participated in the group.

Sample 1: Individual Student Behavior Rating Form

(Adapted from Columbia Public Schools Student Behavior Rating Form)

STUDENT___________________________GRADE __________TEACHER
____________________
DATE: Pre-Group Assessment ___________ Date: Post-Group Assessment _______________
Part 1 - Please indicate rating of pre-group areas of
concern in the left hand column.
Part 2 - Please indicate rating of post-group areas of
concern in the right hand column.
Pre-Group Concerns
Rank on a scale of 51
(5 = HIGH1 = LOW)
Student Work Habits/Personal Goals Observed
Colleagues, will you please help us evaluate the
counseling group in which this student participated.
Your opinion is extremely important as we strive to
continuously improve our effectiveness with ALL
students!
Post-Group Concerns: Rank on a scale of 51 (5 = HIGH1 = LOW)
Academic Development
Follows directions
Listens attentively
Stays on task
Compliance with teacher requests
Follows rules
Manages personal & school property (e.g., organized)
Works neatly and carefully
Participates in discussion and activities
Completes and returns homework

Personal and Social Development

Cooperates with others
Shows respect for others
Allows others to work undisturbed
Accepts responsibility for own mis-behavior (e.g., provoking
fights, bullying, fighting, defiant, anger, stealing)
Emotional Issues (e.g., perfectionism, anxiety, anger,
depression, suicide, aggression, withdrawn, low selfesteem)

Career Development
Awareness of the World of Work
Self-Appraisal
Decision Making
Goal Setting

Add Other Concerns:

California High School Counseling

Resource Services for Students/Parents/Families
1. Every 15 Minutes- This program is an impactful emotional experience that simulates
a real-life tragedy displaying the effects of drugs and alcohol. Students from the hosting
high school along with their parents and local law enforcement help to make this a
memorable and life changing event. I found it to be a profound experience. Our school
even had a law enforcement helicopter and EMT program volunteer to bring the
situation to life. By the end of the program the local news did a story on its success
within the community.
2. Celebrate Recovery- I find Celebrate Recovery to be very healing. This program uses
the 12 steps of the traditional AA model but centers on Jesus Christ as our Higher
Power. I recommend this program for those people that have hurts and pain that prefer
Christ-centered support. Local courts recognize the program as a method of treatment.
3. Al-Anon-Al-Anon is a helpful support group for family members affected by drugs and
alcohol. The meetings tend to be very structured which is generally a good thing
however, there is little room for empathy. When I have attended these meetings it
starts to fell like a venting arena rather than a recovery group.
4. Alateen-Alateen is also based off of the Al-Anon model using the traditional 12-step
model but is aimed at teens. Meetings are well structured and provide an outlet for
teens to share similar struggles with each other.
5. Alcoholics Anonymous- AA is a structured program that helps alcoholics to step out of
denial and into a form treatment. There will always be an AA meeting going on
throughout the day because the program is widespread. Local courts recognize AA as a
method of treatment. A person does not have to be religious to attend the program.
6. Parents360PlusParents360Plus equips parents with helpful tools to facilitate
discussions with their teens regarding crucial information about drugs, alcohol, and
several other topics. I appreciate how the program includes the dangers of prescription
drugs and provides parents with current data.
7. California Healthy Kids Resource Center- This program provides a wealth of
information promoting health and wellness for our youth. They cover topics such as
bulling, second hand smoke and sexual health education. There are helpful links that
provide current laws regarding drug and alcohol prevention and health standards.
California Healthy Kids Resource Center connects parents to a research validated
program link that is grade specific and proven to work.
9

8. Just Say Yes- The Just Say Yes program targets students, parents, and educators and
provides medically accurate, evidence-based resources and strategies for helping youth
avoid destructive choices. This program is effective because it combines risk avoidance
with character education to promote health and wellness. They also offer 11
motivational speakers on their website to choose from for assemblies or retreats.
9. Marijuana AnonymousMarijuana Anonymous is a 12-step program specific to
marijuana prevention and support. One of the concerns that I have about this program
is that it does not contain mush medically based knowledge rather empirical knowledge
based on experiences. Their website does have helpful literature to help decrease
marijuana usage. The program is solely a means to provide recovery for those that want
help to stop smoking marijuana. Medically based research must be done separately.
10. SMART RecoveryThis program is a 4-point program; building and maintaining
motivation, coping with urges, managing thoughts, feelings and behavior, and living a
balanced life. It seems like this program is the most resourceful for dual diagnoses. I find
the whole approach very detailed and organized however, the locations and availability
are limited. The closest offices are in the L.A. and San Diego areas.
11. Mothers Against Drunk Driving- Mothers Against Drunk Driving also includes drugged
driving because being under the influence of prescription pills and other drugs can cause
tragic results. I like how this program has a website that puts a face to a victim making
them a person and telling their story to help detour drinking and or being under the
influence and driving. This program offers support groups, provides information and
feedback for schools and local communities. They display helpful graphs on their
website with research based survey results.
12. Riverside County Department of Mental Health- This program incorporates cultural
competency within their curriculum. This piece of the recovery method is so crucial and
is already in the infancy stages within our schools curriculum. They offer a suicide
prevention lifeline and crisis intervention resources. The Riverside County Department
of Mental Health mission is to provide effective, efficient and culturally sensitive
community-based services to adult, older adults and children who have or are at risk of
developing mental illness or substance abuse problems; as well as to individuals on
conservatorship. Their website is also a wealth of helpful information.
13. The Mourning Star Center- The Mourning Star Center is primarily a grief support
center but it also had a preventative component that deals with drugs and alcohol. This
program is very effective with its complexity of treatment strategies such as physical,
social, emotional and behavioral reactions to grief. It helps to bring balance to an
unbalanced situation. I appreciate how they validate each person and help them
through the process.

10

14. California Friday Night Live Partnership- This program builds on the strengths of youth and
builds partnerships for positive and healthy youth developments. The outcome is for youth to
become active leaders and resources in their communities. This is done by promoting active
participation and building healthy living and decision-making skills

Resource List
College Admission Testing
College Admissions and Testing

College Admission Testing Website

ACT www.actsudent.org

College Board
Triumph Learning College
Admissions Division

www.collegeboard.com
www.testprep.com

College Information

College Information Website

Campus Tours
College Answers
College Locator
College Power Prep
College Solutions
College Link
Collegbound Network
College Data
College View
eCampus Tours
Map Quest
My College Guide
My College Options
Princeton Review
California Colleges
Think College
College Planning (Also in Spanish)
Community Service/Volunteering
Elk Grove Community Services Dist
Sacramento Zoo
Southgate Recreation and Park
District
Volunteers of America
Volunteer Center of Sacramento
Volunteers in Victim Assistance
(VIVA)

www.campustours.com
www.collegeanswer.com
www.newdirectory.com/college/
www.powerprep.com
www.college-solutions.com
www.collegelink.com
www.studentrewards.com
www.collegedata.com
www.collegeview.com
www.ecampustours.com
www.mapquest.com
www.mycollegeuide.com
www.mycollegeoptions.com
www.review.com
www.californiacolleges.edu
www.ed.gov/students/prep/college/thinkcollege/early/edli
www.YesICan.gov/secondary/planning
Contact Information
916-714-2947
916-264-7444
916-428-1171
916-442-3691
916-567-3100
916-489-3378

11

California High School Counseling

Resource Services for Counselors & School Personnel
Local Health Resources
Capital Health Center
Childhood Language Disorders Clinic
Med Clinic Childrens Center South
Oak Park Health Clinic
Primary Care Center
Sacramento County Health Care for the
Homeless
South City Health Center
Teenage Health Resource Line
UCD-Medical Center Teen OB/GYN Clinic

916-874-5303
916-731-4357
916-681-6300
916-875-2995
916-847-9696
916-875-6180
916-875-0802
916-711-TEEN
916-743-6982

Mental Health
Childrens Mental Health Services
County Mental Health Treatment Center
Diogenes Youth Services
Family Service Agency
South Sacramento Counseling Center
Sutter Counseling Center
Visions Unlimited, Inc.
Catholic Social Services
Asian Resources, Inc.
Hmong Womens Heritage Association
La Familia Counseling Center
People Reaching Out
National Council on Alcoholism and Chemical
Dependency
Alateen/Al-Anon

916-875-1180
916-875-1000
916-369-5447
916-368-3080
916-427-5208
916-929-0808
916-393-2203
916-452-7481
916-454-1892
916-394-1405
916-452-3601
916-576-3300
916-922-9217

Alcohol & Drug Prevention Treatment &

Outreach
Narcotics Anonymous

916-874-9754

916-334-2970

916-732-2299

Crisis Intervention Hotlines

Suicide Prevention Crisis Services
California Youth Crisis Line
California Runaway Hotline
Child Protective Services
Child Help USA-National Child Abuse Hotline

916-368-3111
800-843-5200
800-231-6946
916-875-5437
800-422-4453
12

Crisis Line for the Handicapped

Diogenes Youth Services
Peace National Centers for Kids in Crisis
Sac. County Public Health Dept
Missing, Abused and Exploited Children
National Association of Anorexia &
Associated Disorders
National Child Abuse Hotline
National Runaway Switchboard
Pregnancy Hotline
Youth & Family Crisis Counseling (NAC)
Sexually Transmitted Disease Hotline
Youth Crisis Hotline

800-426-4263
916-363-0063
800-422-4453
916-874-7720
888-818-4673
847-831-3438
800-4-A-CHILD
800-621-4000
916-451-2273
800-367-2437
800-227-8922
800-HIT-HOME

13

California High School Counseling

2013-2014 School Counseling Calendar
SEPTEMBER
3 1st day of school for freshmen only
4 All students begin
10 Freshmen Orientation to School Counseling & L.E.A.D.
16 Begin "Senior Conferences" with all senior students
18 Back to School Night 6-8 pm
23 Student Assistance Program groups begin
25 L.E.A.D. Meeting - 6th hour
OCTOBER
14 Distribute testing day information in homeroom - Explore, PLAN, PSAT, ASVAB
16 Testing Day
14-18 Red Ribbon Week
NOVEMBER
6 CareerFest at Concordia University 6:00-8:00 pm
7 End of First Quarter
TBD WKCE Testing - Sophomores only
20 Parent/Teacher Conferences 5-8 pm
21 Parent/Teacher Conferences 3:30-6:30 pm
22 Parent/Teacher Conferences 8-10 am
DECEMBER
2-6 Freshman Career Unit
9 Financial Aid Meeting for seniors - 3rd hour
JANUARY
6 Financial Aid Meeting for parents 7 pm
22-24 1st semester Exams
24 End of 1st semester
27 College Information Night for Junior & Parents 7:30 pm at Cedarburg HS
FEBRUARY
3 9th and 10th grade Parent Meeting 7 pm
4 8th grade Parent Meetings 1 pm & 6 pm
4 Register 9th grade students for next year's classes
5 8th grade Parent Meeting 7:00 pm
5 Register 10th grade students for next year's classes
6 Register 11th grade students for next year's classes
10 Register 8th grade students at St. Paul's and St. Joe's for next year's classes
11 Register 8th grade students at John Long Middle School for next year's classes

14

12
13
17
18
24
28

Collect GHS student schedule forms in all English classes

Register Special Education Students at JLMS for next year's classes
Collect St. Paul's and St. Joe's student schedule forms
Collect JLMS student schedule forms
Student Assistance Program groups begin
Local Scholarships available (due March 28)

MARCH
5 Financial Planning for College Meeting 7 pm in the auditorium
12 Opportunities Seminar for Juniors 2nd-3rd hrs
20-21 11th Grade Career Unit
25-26 10th Grade Career Unit
27 End of Third Quarter
28 Local Scholarship Applications Due
APRIL
4-6 Redlands Gives Scholarship Drive
3 Parent/Teacher Conferences 5-7 pm
4 Parent/Teacher Conferences 8-10 am
12 ACT Test at Grafton
14-21 Spring Break
MAY
AP Testing Dates:
5 AP Chemistry, AP Environmental Science, AP Psychology
6 AP Computer Science, AP Spanish, AP Art History
7 AP Calculus AB & BC
8 AP English
9 AP Statistics, AP Studio Art
12 AP Biology, AP Music Theory, AP Physics
14 AP U.S. History
15 AP Economics
JUNE
4 Scholarship Presentation Ceremony 7 pm
8 Graduation 1:30 pm
10-12 2nd semester Exams

15

California High School Counseling

Weekly Counseling Calendar

Monday
12/2/13
Events

All Day:

SELF-RESPECT!

Tuesday
12/3/13
Events

All Day:

RESPECT FOR OTHERS!

Wednesday
12/4/13
Events

All Day:

REACHING OUT!

Thursday
12/5/13
Events

10:00 AM

ANTI-BULLYING!

Friday
12/6/13
Events

All Day:

REFLECTION

8:00 AM

TEAL, BLACK, AND WHITE FRIDAYS!

Saturday
12/7/13

16

California High School Counseling

Handling Emergencies
DUTIES OF ADMINISTRATORS
IN RESPONSE TO A
COMPLETED SUICIDE
The guidelines below are to assist administrators in implementing appropriate responses to a
completed suicide.
All administrators who are notified that a student has completed a suicide will immediately:
1. Notify the Office of the Superintendent (703-824-6610). The Superintendents office will
notify the appropriate School Board members and City Supervisors.
2. Involve QSPs in the post crisis planning.
3. Refer all media to Executive Director for Information and Outreach in the Office of the
Superintendent (703-824-6635). School staff shall ask reporters and media representative to
leave school property.
4. In collaboration with the Executive Director for Information and Outreach (703-824-6635)
and the Liaison to School Counselors (703-824-6650) administrators will prepare an
announcement. It is not necessary to mention the suicide/accident or to give details. Information
at the early stages is often inaccurate. A straightforward sympathetic announcement of a loss
with a simple statement of condolence is recommended. If indicated, also a statement that more
information will be forthcoming when it is verified can be reassuring to the students.
5. Hold a faculty meeting at the end of the school day. Call the Crisis Intervention Team to
coordinate and provide staff support services. Consider outside resources when appropriate to
assist with faculty meeting.
This may include the Alexandria Community Services Board (703-746-3401).
6. The administrator and members of the QSP will arrange grief counseling for individuals
impacted by the suicide.
PLAN OF ACTION
A Plan of Action shall be developed to provide a support system at school and help minimize
stressors for the returning student. The Plan of Action represents the schools efforts to identify
and mobilize resources available within the school setting to assist the student. The Plan of
Action shall be simple to implement, practical, and individualized for the student. Ensure that all
suggestions are realistic and capable of being implemented. Maintain
records that indicate the presence of a suicidal risk, specific measures being taken to minimize
the students risk at school, and parent/guardian contacts and responses as a legal precaution.
Consult with other professionals to provide a continuum of support services throughout the
school day. Use Plan of Action form in Appendix G.
Considerations for Development
1. Identify a qualified school professional (QSP) within the school to meet with the student as a
Primary Contact. In the event that the Primary Contact is not available, assign an alternate
contact person. The Primary Contact is responsible for monitoring the Plan of Action and
maintaining communication with the parent/guardian.
17

2. Identify possible changes in the students school routine that may need to be altered (i.e. class
schedule, shortened school day).
3. Identify additional staff within the school who already have rapport with the student and can
serve as supplementary support.
4. Identify what information will be shared with the students current teachers. The student,
parents and administrators shall be involved in this process to help maintain the students right to
confidentiality.
5. Identify potential counseling groups available in the school to support skill development.
6. Consider referral to the schools Child Study Team to provide additional resources related to
educational and social/emotional impact.
7. Identify potential school and community groups (i.e. sports groups, school clubs, youth
groups) appropriate for the students needs and interests.
8. Distribute the Plan of Action to all relevant participants within the school. Place a copy of all
documentation in the students Cumulative Health Record in the orange Mental Health folder
located in the Health Office files. (See Crisis Intervention Checklist-Appendix A.)
9. Follow-up on the Plan of Action as a support team (including parents and student) periodically
and amend the Plan of Action as needed.

18

Crisis Intervention Checklist

CONFIDENTIAL INFORMATION
Student: ___________________________________________
Date:_______________________________
School: ____________________________________________ Grade:
______________________________
Interview Conducted by (Name/Title):
________________________________________________________
Student Referred by (Name/Title):
___________________________________________________________
Date of Referral: ____________________________________
Time of Referral: ____________________
Reason for Referral:
_______________________________________________________________________
1. Inform student that it is required by law to report harm to self or others
2. Interview student Date & time of interview: ____________________________________
(Refer to Suicide Risk Assessment- Student Interview-Appendix B)
3. Assess the suicide risk. Document signs and behaviors of concern (e.g. attempts, gestures,
threats, ideation, plan, etc.):a Suicide Risk Assessment- Page 6 and Suicide Risk AssessmentAppendix B)
4. Notify school principal, members of QSP, and other administrators ASAP, as appropriate.
Document administrators contacted:
___________________________________________ ___________________
Administrator Name/Title Date Notified Time Notified
___________________________________________ ___________________
Administrator Name/Title Date Notified Time Notified
___________________________________________ ___________________

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California High School Counseling

Roles in 504/IEP
Section 504 of the Rehabilitation Act is a civil rights act prohibiting discrimination based on a
disability. It basically ensures that an eligible student with an impairment receives reasonable
accommodations necessary for the student to access school-related programs and activities. A
student may be considered disabled under Section 504 if the student has, or has a record of, an
impairment, physical or mental, which substantially limits one or more major life activities.
Counselors serve as case managers for students within their case load who have Section 504
plans. At least once a year, prior to the anniversary date, the counselor will coordinate the
meeting of the Section 504 Committee for the purpose of reviewing student information, which
may include current grades, attendance data, student records and any information the parents
provide. If needed, the plan will be revised and a reevaluation date confirmed. The counselor will
provide copies of the Plan to all staff members directly involved with the student.
The counselor also serves as the Section 504 Committee Chairperson when a new referral is
initiated. This process begins when a teacher, students parent/guardian or other individual
suspects that a student may have an impairment and may be eligible for services under Section
504. The counselor, on receiving the referral (verbal, written or electronic request), establishes a
date for the Records Review Meeting and requests attendance by the student and his/her
parent/guardian. The Section 504 committee will determine if the student meets the requirements
of an eligible individual under Section 504 by discussing if a mental or physical impairment
exists, if the impairment substantially limits any of the students major life activities, how the
impairment affects the student educationally and if the student is eligible for an accommodation
plan. This committee is comprised of the 504 Chairperson, administrator/designee, one or more
of the students teachers, the parent/guardian, the student (if appropriate), and other
knowledgeable and appropriate staff (school nurse or school psychologist, social
worker, etc.)If the committee finds the student eligible for services, then the Section 504
committee will write a Section 504 plan for the student. This will include accommodations,
along with any modifications or services the student may need. Testing accommodations,
educational services and extracurricular activities are all considered during this decision-making
process.

20

California High School Counseling

Assessment and Evaluation
School Counseling Program Assessment
FOUNDATION
CRITERIA

No

In
Progress

Yes

Beliefs
a. Indicates an agreed-upon belief system about the ability of all students to achieve
b. Addresses how the school counseling program meets student developmental needs
c. Addresses the school counselors role as an advocate for every students
d. Identifies persons to be involved in the planning, managing, delivery and evaluation of school
counseling program activities
e. Includes how data informs program decisions
f. Includes how ethical standards guide the work of school counselors
Vision Statement
a. Describes a future where school counseling goals and strategies are being successfully
achieved
b. Outlines a rich and textual picture of what success looks like and feels like
c. Is bold and inspiring
d. States best possible student outcomes
e. Is believable and achievable
Mission Statement
a. Aligns with the schools mission statement and may show linkages to district and state
department of education mission statements
b. Written with students as the primary focus
c. Advocates for equity, access and success of every student
d. Indicates the long-range results desired for all students
Program Goals
a. Promote achievement, attendance, behavior and/or school safety
b. Are based on school data
c. Address schoolwide data, policies and practices to address closing-the-gap issues
d. Address academic, career and/or personal/social development

21

ASCA Student Standards and Other Student Standards

a. Standards, competencies and indicators from ASCA Student Standards are identified and align
with program mission and goals
b. Standards and competencies selected from other standards (state/district, 21st Century,
Character Ed, etc.) align with ASCA Student Standards, program mission and goals as appropriate

School Counselor Professional Competencies and Ethical Standards

a. ASCA School Counselor Competencies have been reviewed
b. ASCA Ethical Standards for School Counselors have been reviewed

PROGRAM MANAGEMENT
CRITERIA

No

In
Progress

Yes

School Counselor Competencies Assessment

School counselor competencies assessment has been completed
School Counseling Program Assessment
School counseling program assessment has been completed
Use-of-Time Assessment
a. Use-of-time assessment completed twice a year
b. Direct and indirect services account for 80 percent of time or more
c. Program management and school support activities account for 20 percent of time or less
Annual Agreement
a. Created and signed by the school counselor and supervising administrator within the first two
months of school
b. One agreement per school counselor
c. Provides rationale for use of time based on data and goals
d. Reflects school counseling program mission and program goals
e. Lists school counselor roles and responsibilities
f. Identifies areas for school counselor professional development
Advisory Council
a. Membership includes administrator and representatives of school and community stakeholders
b. Meets at least twice a year and maintains agenda and minutes
c. Advises on school counseling program goals, reviews program results and makes
recommendations
d. Advocates and engages in public relations for the school counseling program
e. Advocates for school counseling program funding and resources
Use of Data
a. School data profile completed, tracking achievement, attendance, behavior and safety data
b. School data inform program goals

22

c. School counseling program data (process, perception, outcome) are collected and reviewed and
inform program decisions

d. Organizes and shares data/results in a user-friendly format (e.g., charts)

Action Plans (Curriculum, Small Group and Closing the Gap)
a. Data are used to develop curriculum, small-group and closing-the-gap action plans using action
plan templates
b. Action plans are consistent with the program goals and competencies
c. Projected results (process, perception and outcome) data have been identified
d. Projected outcome data are stated in terms of what the student will demonstrate
Curriculum Lesson Plan
Curriculum lesson plan templates are used to develop and implement classroom activities
Calendars (Annual and Weekly)
a. Indicate activities of a comprehensive school counseling program
b. Reflect program goals and activities of school counseling curriculum, small-group and closingthe-gap action plans
c. Are published and distributed to appropriate persons
d. Indicate fair-share responsibilities
e. Weekly calendar aligns with planned use of time in the annual agreement

DELIVERY
CRITERIA

No

In
Progress

Yes

No

In
Progress

Yes

Direct student services are provided (Strategies to include instruction, group activities, appraisal,
advisement, counseling and crisis response)

a. Deliver school counseling curriculum lessons to classroom and large groups

b. Provide appraisal and advisement to assist all students with academic, career and
personal/social planning
c. Provide individual and/or group counseling to identified students with identified concerns or
needs
Indirect student services are provided to identified students (Strategies to include referrals,
consultation, collaboration)
Direct and indirect service provision amounts to 80 percent or more of the school counselors
time

ACCOUNTABILITY
CRITERIA

Data Tracking
a. School data profile is analyzed, and implications for results over time are considered
b. Use-of-time assessment is analyzed and implications are considered
Program Results (Process, Perception and Outcome Data)
a. Curriculum results report is analyzed, and implications are considered

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b. Small-group results reports are analyzed, and implications are considered

c. Closing-the-gap results reports are analyzed, and implications are considered
d. Program results are shared with stakeholders
Evaluation and Improvement
a. School counselor competencies assessment informs self-improvement and professional
development
b. School counseling program assessment informs program improvement
c. School counselor performance appraisal is conducted and informs improvement
d. Program goal results are analyzed, and implications considered

www.ascanationalmodel.org/.../media/ANM.../SCProgramAssessment.xls

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California High School Counseling

Effectiveness of Program
There are several ways in which the effectiveness of the California High School Counseling
program is evaluated. The following is a list of tools:
Surveys (Distributed to Teachers, Students, Parents)
School Accountability Report Cards
o College acceptance rate
o Aptitude test scores (SAT/ACT/ASVAB)
o Grade Point Average
o AP/IB/Honors placement
Implementation of support services

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Resources
Sheldon High School. Retrieved March 25, 2014 from http://shs-egusdca.schoolloop.com/file/1278179258370/1280194029403/2435168826203483247.pdf
T. C. Williams High School. Retrieved March 25, 2014 from
http://www.acps.k12.va.us/tcw/counseling/counselor-handbook.pdf

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