Couns 404: Organization and
Administration of Guidance Services
ASCA MODEL
A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS
Submitted by: Daryl R. Talandron
Submitted to: Bernadette Bigcas
INTRODUCTION
School counseling program are
crucial component to student achievement
(American School Counselor’s Association).
That is why, school counselors and
administrators are increasingly challenged
to demonstrate the effective school
counseling program. The “ASCA National
Model: A Framework For School Counseling
Programs” outlines components that is
cardinal to the school’s academic mission.
The ASCA National Model seeks
guidance counselors to develop programs
that are data-driven, systematically
accessible to students, developmentally
appropriate, opportunity oriented towards
student’s achievement, attendance and
discipline (ASCA National Model 4th edition
Executive Summary, 2019)
The ASCA National Model is consist of four
interrelated components: Define, Manage,
Deliver and Assess.
DEFINE
Define is the interplay between student
standards and professional standards to help
school counselors develop, implement and assess
their school counseling program to improve
student outcomes (ASCA National Model 4th
edition Executive Summary, 2019)
Student Standards
ASCA Mindsets & Behaviors for Student
Success: K–12 College- and Career-
Readiness for Every Student
The ASCA Mindsets & Behaviors for
Student Success: K–12 College- and
Career-Readiness for Every Student are
sets of behaviors, attitudes and skills
necessary for students to be successful
building. These are non-cognitive skills
divided into two sections (a) Mindset
Standards and (b) behavior standards
that has proven by the research of
University of Chicago “Teaching
Adolescents to become Learners” to be
essential in predicting academic success
(Kuranz & Griffith, 2019)
Mindset standards are mindsets
that school counselors must encourage
 to the students while Behavior
Standards are set of standards that
school counselor must inculcate so that
students will be able to demonstrate it
through classroom lessons, activities,
and/ or individual/small group
counseling (ASCA Mindsets &
Behaviors for Student Success: K–12
College- and Career-Readiness for Every
Student).

Professional Standards
ASCA Ethical Standards for School
Counselors
Ethics are the customs, norms,
standards and accepted practice of the
school counseling profession (Corey,
Corey, & Callanan, 2010 as cited in
ASCA National Model 3rd edition,
2012). The ASCA Ethical Standards for
School Counselors (2019) :
Specify principles of ethical
behavior necessary to maintain
the highest standard of integrity,
leadership and professionalism
Guide school counselors’
decision-making
Standardize professional
practice to protect both students
and school counselors.
(ASCA Na'onal Model, 4th, ed.
Pages 15 – 28 as cited in Kuranz, 2020)
ASCA School Counselor Professional
Standards & Competencies
In order to meet the rigorous demands
of counseling the ASCA School
Counselor Professional Standards &
Competencies outline the knowledge,
attitudes and skills necessary for all
counselors (Kuranz, 2020). This is to
ensure that all school counselors are
equipped to establish, maintain and
enhance a school counseling program.
Moreover, as cited in Kuranz (2020) this
also a self-assessment for counselor’s
own mindset and behaviors to
forumulate an appropriate professional
development plan.
MANAGE
Effective delivery of services is tantamount to an
effective and efficient management of school
counseling programs. Through the Program
Focus and Planning Tools provided by the ASCA
National Model, school counselors are guided in
the design and implementation of a counseling
program.
Professional Standards
Beliefs
Beliefs drive our behaviours (Griffith,
2019). That is why it is important for
counselors to examined their beliefs as
this can lead to inequities and limited
access for some students due to personal
limitations and biases (Kuranz, 2020).
In the 4th edition of the ASCA
National Model provides seven non-
negotiable principles that a school
counselor must have. The following are:
School counselors believe:
M1. Every student can learn, and every
student can succeed.
M2. Every student should have access to
and opportunity for a high-quality
education.
 M3. Every student should graduate from
high school prepared for postsecondary
opportunities.
M4. Every student should have access to
a school counseling program.
M5. Effective school counseling is a
collaborative process involving school
counselors, students, families, teachers,
administrators and education
stakeholders.
M6. School counselors are leaders in the
school, district, state and nation.
M7. Comprehensive school counseling
programs promote and enhance student
academic, career and social/emotional
outcomes.
Vision Statement
A vision statement discusses the
school counselor’s futuristic outlook of
where the students will be in 5-10 years
(Kuranz, 2020). Since, school counseling
programs are collaborative efforts, it is
important that school counseling
program aligns with the vision of the
school and district (ASCA Model 3rd
Edition, 2012)
Mission Statement
When discussing about the mission
statement of the school counseling
program, it provides the the focus and
direction to reach the vision, creating
one focus or purpose in the development
and implementation of the
comprehensive school counseling
program (ASCA Model 3rd Edition,
2012). It emphasizes equity, access,
success for evry student (Kuranz, 2020)
Program Planning
The use of data under the tools in
Program Planning can help school counselors in
(Griffiti, 2019):
a) Monitoring student progress
b) Identifying students having difficulties
or discipline problems
c) Identifying barriers to learning
d) Understanding factors affecting student
behavior
e) Identifying access and equity issues
f) Closing achievement, opportunity and
attainment gaps
g) Assessing and evaluating the
effectiveness of school counseling
program activities
h) Improving, modifying or changing
services provided to students
i) Educating stakeholder about the power
of a school counseling program.
Program Planning Tools (Kuranz, 2020)
School Data Summary
It is used to create school data story
by reviewing the school improvement
plan, school data reports, and other data
resources (e.g. student behavior surveys,
climate surveys, school engagement
surveys, etc.)
Annual Student Outcome Goals
It is used to identify measurable
impact of the school counseling program
on student’s achievement, attendance or
discipline.
Action Plans
It is used to design and and
implement instruction aligned to the
ASCA Mindsets & Behaviors for Student
Success in classroom, large- and small-
group and individual settings.
 Classroom and Group
 Closing the Gap
Lesson Plans
This are used to ensure (a) what will
be delivered, (b) to whom it will be
delivered, (c) how it will be delivered
and (d) how student attainment of the
lesson’s plans goals will be evaluated.
Annual Administrative Conference
It refers to the formal discussion
between school counselors and the
administrator.
Use of Time
Calendars
Calendars of school counseling events
are published and inform stakeholders of
school counseling activities (what, when
and where)
 Annual
 Weekly
Advisory Council
A group of stakeholders are selected
 to review and advise the school
counseling program.
DELIVER
The Delivery component of the ASCA National
Model discusses developmentally appropriate
activites and services to the students (direct)
and for the students (indirect) (ASCA National
Model 4th edition Executive Summary, 2019).
These activities and services are anchored to
develop the ASCA Mindsets & Behaviors for
Student Success.
Direct Student Services
Instruction
Instruction by counselors provides
direct instruction, team teach or assist in
teaching the school counseling core
curriculum, learning activities or units in
classrooms or other school facilities
either in small groups or individual
(ASCA National Model 3rd edition,
2012).
Appraisal and Advisement
In the appraisal service, counselors
analyze and assess their abilities,
interests, skills and achievement while
advisement refers to school counselors
making recommendations based on
appraisal of tests, inventories and other
data (Kuranz, 2020).
Counseling
Counseling is a professional support
to help the students in identifying the
problems, causes, alternatives and
possible consequences so they can make
decisions and take appropriate actions
(ASCA National Model 3rd edition,
2012).
Indirect Student Services
Consultation
Consultation is both (a) providing
information, opinions &
recommendations to individuals to
support student needs and (b) Seeking
information from an expert about
student needs (Kuranz, 2020)
Collaboration
School counselors work with multiple
individuals such as educators, parents
and the community to support student
achievement and advocate for equity
and access for all students (ASCA
National Model 3rd edition, 2012).
Referrals
Referrals may involve
tutoring, college planning websites,
employment training, community
mental health agencies for additional
assistance (Kuranz, 2020).
ASSESS
Analysis of program results is pivotal in a data
driven school program. The American School
Counseling Association (ASCA) National Model
4th edition (2019) posits that assessing programs
can:
determine its effectiveness
inform improvements to their
school counseling program
design and delivery
show how students are different
as a result of the school
counseling program
It ensures that each program is assessed for its
effectiveness and provides the basis for informed
decisions for its revision, removal and/or
addition. This creates a more focused and
effective interventions. Moreover, school
counselors are subjected to assess their own
mindsets and behavior to inform their
professional development and annually
participate in a school counselor performance
appraisal with a qualified administrator (ASCA
National Model 4th edition Executive Summary,
2019)
The ASCA National Model provides the
following tools to guide assessment and
appraisal.
Program Assessment
School Counseling Program Assessment
The School Counseling Program
Assessment is used to identify gaps in
the program to evaluate necessary
 changes and implement it in the
following school years (ASCA National
Model 3rd edition, 2012)
Annual Results Reports
School Counselor Assessment and
Appraisal
ASCA School Counselor Professional
Standards & Competencies Assessment
The ASCA School Counselor
Professional Standards & Competencies
Assessment is used by school counselors,
school/district administrators and
school counselor education programs.
This is used by school counselors to
assess themselves of their own mindsets
and behaviors and formulate appropriate
professional development plan for
themselves. On the other hand, school/
district administrators utilize this
assessment tool to guide them in the
recruitment and selection of competent
school counselor. Establishing
benchmarks to ensure students to be
equipped with knowledge, skills and
attitudes in developing a school program
is the reason why school counselor
education programs make use of it
(ASCA School Counselor
Professional Standards & Competencies
Assessment)
School Counselor Performance
Appraisal Template
The School Counselor Performance
Appraisal is an annual evaluation of the
school towards the counselor (ASCA
National Model 3rd edition, 2012). In the
4th edition, counselors are primarily
evaluated in terms of professional beliefs
and professional responsibilities.
REFERENCES
ASCA. (2012). The ASCA National Model A
Framework For School Counseling
Programs Executive 3rd Edition Executive
Summary. American School Counselor
Association.
ASCA National Model, 4th Edition: Define.
(2019, August 2). [Video]. American School
Counselor Association.
https://videos.schoolcounselor.org/asca-
national-model-fourth-edition-define
ASCA National Model, 4th Edition: Manage.
(2019, August 7). [Video]. American School
Counselor Association.
https://videos.schoolcounselor.org/asca-
national-model-fourth-edition-manage
ASCA National Model, 4th Edition: Deliver.
(2019, August 12). [Video]. American
School Counselor Association.
https://videos.schoolcounselor.org/asca-
national-model-fourth-edition-deliver
ASCA National Model, 4th Edition: Assess.
(2019, August 15). [Video]. American
School Counselor Association.
https://videos.schoolcounselor.org/asca-
national-model-fourth-edition-assess
Association, A. S. C. (2012). ASCA National
Model: A Framework for School Counseling
Programs 3rd Edition. In American School
Counselor Association (Vol. 44, Issue 8).
https://doi.org/10.1088/1751-8113/44/8/085201
Association, A. S. C. (2020). The ASCA National
Model A Framework For School
Counseling Programs Executive 4TH
Edition Executive Summary.
http://www.ascanationalmodel.org/conten
t.asp?contentid=18
Kuranz, M. (2020). ASCA National Model th – 4
Edition 55 th Annual WSCA Conference.