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Wilson Central School DistrictComprehensive School Counseling PlanElements of a Comprehensive School Counseling PlanIn 2003, the American School Counselor Association (ASCA) published, “The ASCANational Model: A Framework for School Counseling Programs.” This work outlinesthe components of a comprehensive school counseling program. This working modelhas been extensively researched and successfully implemented in schools all over thecountry. There are four components of the model, each of which are described below.FoundationThe Foundation is the “what” of the school counseling plan. This includes what everystudent will be able to know and do as well as what every student will receive as aresult of the school counseling plan.ManagementThe Management System addresses multiple facets of the school counseling plan. Thisincludes the “when” of the plan, or tools that counselors use. These tools may includean action plan and calendar. The Management System also addresses the “how” of theplan, which is the counselors’ use of data. Lastly, it addresses “who” will implement theplan (the counselors) and “on what authority” (management agreement and advisorycouncil).Delivery SystemThe Delivery System addresses “how” the program will be implemented. It defines theimplementation process and components of the model, including the curriculum,individual student planning, responsive services and system support.AccountabilityThis answers the question, “How are students different as a result of the program?” Theanswer is derived through the use of data by measuring the plan’s progress toward andimpact on academic achievement, graduation rates, post-secondary options, schoolclimate, attendance, and more.Adapted from the ASCA National Model for School Counseling Programs10

Wilson Central School DistrictComprehensive School Counseling PlanFoundationMissionPhilosophyNational Standards11

Wilson Central School DistrictComprehensive School Counseling PlanMission StatementThe mission of the Wilson School Counseling Department is to provide support tomaximize student potential and academic achievement for all students. Our purpose isto foster academic, personal/social, and career development. It is our belief that this willlead to school success. We are committed to helping students attain personal goals,independence, self-understanding, and acceptance of others. Our expectation is thatstudents will leave school with the abilities to take responsibility for themselves and torealize the value of contribution to the community.Philosophy StatementThe counselors at Wilson Central School District believe:ooooAll students have intrinsic valueOur primary role is to be an advocate for every studentAll students have the ability to learn in a developmentally appropriate mannerWe should celebrate and draw upon the diversity among our studentsAnd that the Wilson School Counseling Program should:o Be based on the goals and developmental student competencies outlined by theAmerican School Counselor Association, the New York Department ofEducation, and the Wilson Central School Districto Be proactive and data driveno Draw upon the knowledge of and collaboration with family, school, andcommunity stakeholderso Be willing to seek continuous improvement through self-assessmento Utilize a team approach for planning and management purposeso Embrace technology and enhance program delivery12

Wilson Central School DistrictComprehensive School Counseling PlanNational StandardsThe ASCA National Standards seeks to ensure that all aspects of school counseling areconsidered in order for students to meet their academic, personal and career needs.The standards provides an opportunity to better define the role of the school counselorand establish similar goals, expectations, support systems and experiences for allstudents across the entire country.At the local level, the standards provide an opportunity for all stakeholders to engage inconversations about expectations for students’ academic success and the role ofcounseling programs in enhancing student learning.In accordance with the ASCA National Standards, the Wilson School CounselingProgram facilitates student development in three domains:o Academic developmento Career Developmento Personal/Social DevelopmentEach area includes desired student learning competencies and promote behavior thatenhances learning for all students. The competencies are specific knowledge, skills andattitudes that students should obtain in the standard areas.Adapted from the American School Counselor Association National Model13

Wilson Central School DistrictComprehensive School Counseling PlanASCA NATIONAL STANDARDSAcademic DevelopmentStandard A: Students will acquire the attitudes, knowledge and skills thatcontribute to effective learning in school and across the life span.A:A1 Improve Academic Self-conceptA:A1.1 Articulate feelings of competence and confidence as learnersA:A1.2 Display a positive interest in learningA:A1.3 Take pride in work and achievementA:A1.4 Accept mistakes as essential to the learning processA:A1.5 Identify attitudes and behaviors that lead to successful learningA:A2 Acquire Skills for Improving LearningA:A2.1 Apply time-management and task-management skillsA:A2.2 Demonstrate how effort and persistence positively affect learningA:A2.3 Use communications skills to know when and how to ask for help whenneededA:A2.4 Apply knowledge and learning styles to positively influence schoolperformanceA:A3 Achieve School SuccessA:A3.1 Take responsibility for their actionsA:A3.2 Demonstrate the ability to work independently, as well as the ability towork cooperatively with other studentsA:A3.3 Develop a broad range of interests and abilitiesA:A3.4 Demonstrate dependability, productivity and initiativeA:A3.5 Share knowledge14

Standard B: Students will complete school with the academic preparationessential to choose from a wide range of substantial post-secondary options,including college.A:B1 Improve LearningA:B1.1 Demonstrate the motivation to achieve individual potentialA:B1.2 Learn and apply critical-thinking skillsA:B1.3 Apply the study skills necessary for academic success at each levelA:B1.4 Seek information and support from faculty, staff, family and peersA:B1.5 Organize and apply academic information from a variety of sourcesA:B1.6 Use knowledge of learning styles to positively influence schoolperformanceA:B1.7 Become a self-directed and independent learnerA:B2 Plan to Achieve GoalsA:B2.1 Establish challenging academic goals in elementary, middle/jr. high and highschoolA:B2.2 Use assessment results in educational planningA:B2.3 Develop and implement annual plan of study to maximize academic abilityand achievementA:B2.4 Apply knowledge of aptitudes and interests to goal settingA:B2.5 Use problem-solving and decision-making skills to assess progress towardeducational goalsA:B2.6 Understand the relationship between classroom performance and successin schoolA:B2.7 Identify post-secondary options consistent with interests,achievement, aptitude and abilitiesSTANDARD C: Students will understand the relationship of academicsto the world of work and to life at home and in the community.A:C1 Relate School to Life ExperiencesA:C1.1 Demonstrate the ability to balance school, studies, extracurricularactivities, leisure time and family lifeA:C1.2 Seek co-curricular and community experiences to enhance the schoolexperienceA:C1.3 Understand the relationship between learning and workA:C1.4 Demonstrate an understanding of the value of lifelong learning as essentialto seeking, obtaining and maintaining life goals15

A:C1.5 Understand that school success is the preparation to make the transitionfrom student to community memberA:C1.6 Understand how school success and academic achievement enhancefuture career and vocational opportunitiesCareer DevelopmentStandard A: Students will acquire the skills to investigate the worldof work in relation to knowledge of self and to make informedcareer decisions.C:A1 Develop Career AwarenessC:A1.1 Develop skills to locate, evaluate and interpret career informationC:A1.2 Learn about the variety of traditional and nontraditional occupationsC:A1.3. Develop an awareness of personal abilities, skills, interests andmotivationsC:A1.4 Learn how to interact and work cooperatively in teamsC:A1.5 Learn to make decisionsC:A1.6 Learn how to set goalsC:A1.7 Understand the importance of planningC:A1.8 Pursue and develop competency in areas of interestC:A1.9 Develop hobbies and vocational interestsC:A1.10 Balance between work and leisure timeC:A2 Develop Employment ReadinessC:A2.1 Acquire employability skills such as working on a team, problem solvingand organizational skillsC:A2.2 Apply job readiness skills to seek employment opportunitiesC:A2.3 Demonstrate knowledge about the changing workplaceC:A2.4 Learn about the rights and responsibilities of employers and employeesC:A2.5 Learn to respect individual uniqueness in the workplaceC:A2.6 Learn how to write a résuméC:A2.7 Develop a positive attitude toward work and learningC:A2.8 Understand the importance of responsibility, dependability, punctuality,integrity and effort in the workplaceC:A2.9 Utilize time- and task-management skillsStandard B: Students will employ strategies to achieve future career goals withsuccess and satisfaction.16

C:B1 Acquire Career InformationC:B1.1 Apply decision-making skills to career planning, course selection andcareer transitionC:B1.2 Identify personal skills, interests and abilities and relate them to currentcareer choiceC:B1.3 Demonstrate knowledge of the career-planning processC:B1.4 Know the various ways in which occupations can be classifiedC:B1.5 Use research and information resources to obtain career informationC:B1.6 Learn to use the Internet to access career-planning informationC:B1.7 Describe traditional and nontraditional career choices and how they relateto career choiceC:B1.8 Understand how changing economic and societal needs influenceemployment trends and future trainingC:B2 Identify Career GoalsC:B2.1 Demonstrate awareness of the education and training needed to achievecareer goalsC:B2.2 Assess and modify their educational plan to support careerC:B2.3 Use employability and job readiness skills in internship, mentoring,shadowing and/or other work experienceC:B2.4 Select course work that is related to career interestsC:B2.5 Maintain a career-planning portfolioStandard C: Students will understand the relationship between personalqualities, education, training and the world of work.C:C1 Acquire Knowledge to Achieve Career GoalsC:C1.1 Understand the relationship between educational achievement and careersuccessC:C1.2 Explain how work can help to achieve personal success and satisfactionC:C1.3 Identify personal preferences and interests influencing career choice andsuccessC:C1.4 Understand that the changing workplace requires lifelong learning andacquiring new skillsC:C1.5 Describe the effect of work on lifestyleC:C1.6 Understand the importance of equity and access in career choiceC:C1.7 Understand that work is an important and satisfying means of personalexpression17

C:C2 Apply Skills to Achieve Career GoalsC:C2.1 Demonstrate how interests, abilities and achievement relate to achievingpersonal, social, educational and career goalsC:C2.2 Learn how to use conflict management skills with peers and adultsC:C2.3 Learn to work cooperatively with others as a team memberC:C2.4 Apply academic and employment readiness skills in work-based learningsituations such as internships, shadowing and/or mentoring experiencesPersonal/Social DevelopmentStandard A: Students will acquire the knowledge, attitudes and interpersonal skillsto help them understand and respect self and others.PS:A1 Acquire Self-knowledgePS:A1.1 Develop positive attitudes toward self as a unique and worthy personPS:A1.2 Identify values, attitudes and beliefsPS:A1.3 Learn the goal-setting processPS:A1.4 Understand change is a part of growthPS:A1.5 Identify and express feelingsPS:A1.6 Distinguish between appropriate and inappropriate behaviorPS:A1.7 Recognize personal boundaries, rights and privacy needsPS:A1.8 Understand the need for self-control and how to practice itPS:A1.9 Demonstrate cooperative behavior in groupsPS:A1.10 Identify personal strengths and assetsPS:A1.11 Identify and discuss changing personal and social rolesPS:A1.12 Identify and recognize changing family rolesPS:A2 Acquire Interpersonal SkillsPS:A2.1 Recognize that everyone has rights and responsibilitiesPS:A2.2 Respect alternative points of viewPS:A2.3 Recognize, accept, respect and appreciate individual differencesPS:A2.4 Recognize, accept and appreciate ethnic and cultural diversityPS:A2.5 Recognize and respect differences in various family configurationsPS:A2.6 Use effective communications skillsPS:A2.7 Know that communication involves speaking, listening and nonverbalbehaviorPS:A2.8 Learn how to make and keep friendsStandard B: Students will make decisions, set goals and take necessary action toachieve goals.18

PS:B1 Self-knowledge ApplicationPS:B1.1 Use a decision-making and problem-solving modelPS:B1.2 Understand consequences of decisions and choicesPS:B1.3 Identify alternative solutions to a problemPS:B1.4 Develop effective coping skills for dealing with problemsPS:B1.5 Demonstrate when, where and how to seek help for solving problemsand making decisionsPS:B1.6 Know how to apply conflict resolution skillsPS:B1.7 Demonstrate a respect and appreciation for individual and culturaldifferencesPS:B1.8 Know when peer pressure is influencing a decisionPS:B1.9 Identify long- and short-term goalsPS:B1.10 Identify alternative ways of achieving goalsPS:B1.11 Use persistence and perseverance in acquiring knowledge and skillsPS:B1.12 Develop an action plan to set and achieve realistic goalsStandard C: Students will understand safety and survival skills.PS:C1 Acquire Personal Safety SkillsPS:C1.1 Demonstrate knowledge of personal information (i.e., telephone number,home address, emergency contact)PS:C1.2 Learn about the relationship between rules, laws, safety and theprotection of rights of the individualPS:C1.3 Learn about the differences between appropriate and inappropriatephysical contactPS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacyPS:C1.5 Differentiate between situations requiring peer support and situationsrequiring adult professional helpPS:C1.6 Identify resource people in the school and community, and know how toseek their helpPS:C1.7 Apply effective problem-solving and decision-making skills to make safeand healthy choicesPS:C1.8 Learn about the emotional and physical dangers of substance use andabusePS:C1.9 Learn how to cope with peer pressurePS:C1.10 Learn techniques for managing stress and conflictPS:C1.11 Learn coping skills for managing life eventsAdapted from the American School Counseling Association Standards19

Wilson Central School DistrictComprehensive School Counseling PlanDelivery SystemCounseling CurriculumIndividual Student PlanningResponsive ServicesSystem Support20

Wilson Central School DistrictComprehensive School Counseling PlanDelivery SystemCounseling CurriculumAs per the ASCA National Standards, the school counseling curriculum is,“Comprehensive ins cope, preventative and proactive, developmental in design,coordinated by school counselors and delivered by school counselors and othereducators.” The activities and lessons are delivered to all students to promote skills,attitudes and knowledge in the three content domains: academic development, careerdevelopment, and personal/social development. It is the responsibility of the schoolcounselors to plan, design, implement and evaluate the curriculum.The curriculum is delivered through:o Classroom instructiono Group activitieso Parent workshops and instructiono Interdisciplinary curriculum developmentIndividual Student PlanningAligned with the ASCA National Standards, individual student planning entails schoolcounselors, “coordinating ongoing sys

Comprehensive School Counseling Plan Elements of a Comprehensive School Counseling Plan In 2003, the American School Counselor Association (ASCA) published, "The ASCA National Model: A Framework for School Counseling Programs." This work outlines the components of a comprehensive school counseling program. This working model