Running Head: Comprehensive Developmental Program Final Project

Comprehensive Developmental Guidance Program

Final Project
Michele Grimes
CNDV 5330_C12_AP1
Lamar University

Running Head: Comprehensive Developmental Program Final Project

Part I. Foundations of the CDGP
Advisory Team
It is important for counselors to develop collegial and cooperative relationships with
everyone in the school setting. School counselors need to reinforce the proactive, systemic
participation in the school counseling program. This is done through counseling, educating,
consulting, and collaborating as are all intentional behaviors are needed as they work together
with stakeholders. Dollarhide and Saginak (2012) state It is important for counselors to
remember that it takes a whole community to raise a child. The purpose of the advisory team is
to advise counselors and school administration with respect to the development and maintenance
of quality guidance and counseling programs. The American School Counseling Association
(2005) requires counselors to work together to share results of the program audit with
administrators, advisory team and other appropriate stakeholders. Standard 7 in the ASCA
(2005) states, The professional school counselor is responsible for establishing and convening
an advisory council for the school counseling program. Properly functioning advisory teams
collaborate together to ensure that the programs meet the needs of the students and the
community. School counselors must remember that leadership involves a constant conversation
with all partners in the process. They need to know who the important stakeholders are and how
to connect with them on the part of the school and the comprehensive school counseling program
(Dollarhide & Saginak, 2012). The potential team members of your advisory committee is
made up of parents, teachers, school counselors, administrators and community members to
review and make recommendations about school counseling program activities and results. Once
this team is established, the counselors lead discussions about the beliefs, assumptions, values
and philosophy of the counseling program.

Running Head: Comprehensive Developmental Program Final Project

Mission Statements
By establishing a school mission statement, the school counselors have a way to define
and establish the programs focus and vision. This is part of the foundation of the developmental
guidance program and is developed around three domains: academic, career and social/personal
development. It is important for the mission statement to show how the counseling program
supports the learning environment and at the same time makes contributions to meeting students
needs and nurtures their process of learning and development (ASCA, 2005).
Districts mission statement: The mission of the Counseling and Guidance Department is to
create and sustain effective comprehensive counseling and guidance programs and services
which help students become lifelong learners and responsible productive citizens by promoting
their personal growth and academic development.
ASCA (2005) explains that a comprehensive school counseling program is an integral
part of the schools academic mission. This program is driven by student data and based on
standards in academic, career and personal/social development. It should promote the learning
for all students. This mission for schools comprehensive developmental counseling program is
aligned with the ASCA standards and expectations.
School mission statement: We will liberate the greatness in every child. The mission
statement is to prepare all students to be 21st century leaders by teaching them the importance of
respect, integrity, self-discipline, and kindness for their classmates and their community. We are
committed to providing a comprehensive school-counseling program to assist students in
acquiring and using lifelong learning and coping skills to be Pro-active leaders in our society.
We aim to serve as advocates for students, allies with teachers, and liaisons with parents.

Running Head: Comprehensive Developmental Program Final Project

The counselors personal mission statement provides school counselors to identify
personal beliefs that address how all students benefit from the school counseling program.
Building on these beliefs, this vision defines what the future will look like in terms of student
outcomes. This mission statement should align with their schools mission as counselors develop
program goals that define how the vision and mission will be measured (ASCA, 2005).
Personal Mission Statement: As a professional counselor my mission is to provide guidance,
security and help to establish stability to all students in their personal/social, academic, career
growth and development as it relates to the American School Counseling National Model. As I
work in collaboration with staff, parents and families along with community members, I will
ensure that all students have the knowledge that they deserve and be prepared with skills in order
to perform to the full potential. The ASCA National Model (2005) standard 2b2 states that
counselors develop a school mission statement that aligns with the school, district, and state
mission. This mission statement needs to be specific, clear, concise and comprehensive
describing a school counseling purpose and a vision of the programs benefits for each student.

Part II: Understanding the Importance of CDGP Components

Needs Assessments
In planning the program it is essential to collect and analyze data at the individual level
and the school level. This data will help shape not only the delivery of the program, but also can
be used to assist in other parts of the planning process (seeking faculty and administrative
support, advisory council, and building foundational elements). In the ASCA National Model
(2005), standard 8 states, that school counselors must collect and analyze data to guide program
direction and emphasis. Effective school guidance and counseling programs use multiple

Running Head: Comprehensive Developmental Program Final Project

sources of data (existing and new assessments) to determine the needs of the students in a school.
As the planning team analyzes the data it has collected, the gap between the
schools established vision for itself and its current operating state will
become clearer, the team will begin to recognize issues that have a
significant impact on student achievement. When analyzing data, it is
important to connect both the needs assessment data and the existing data
to see how they correlate. Needs assessments are useful ways to collect data and can be
used in a variety of circumstances and with different populations.
One common way counselors initiate needs assessments are through observations and
conversations with teachers, parents, administrators and students. Then, this information is used
to generate a systemic needs assessment. A survey format can be distributed to stakeholders and
partners to gain information about specific needs and the priority of these needs. Survey Monkey
is one example of how technology can be used to quickly generate responses to communicate
needs. Conducting a school counseling needs assessment is an imperative step in running a
successful counseling program and should be done at the beginning of the year. The focus of the
questioning can be social, emotional and behavioral needs/concerns. This need assessment will
give the school counselor a picture of how he/she can better help the staff and students in the
coming year. It will also give clear strengths and weakness of the program so that changes can be
made to improve. Other ways of conducting needs assessments are through interviews and focus
groups.
Guidance Curriculum
Dollarhide and Saginak (2012) identifies the responsibility of the counselors is to provide
a written instructional program that is comprehensive in scope, preventative and proactive,
developmental in design and coordinated by school counselors. It can be delivered by school

Running Head: Comprehensive Developmental Program Final Project

counselors and other educators. Within the delivery system, there are many ways that the
guidance program is delivered to the students. The National ASCA model (2005) describes that
the guidance curriculum can be delivered in any of the following venues: classroom instruction,
small group discussions, presentations to parents, large group assemblies and coordination and
collaborative planning and coordination of instruction with other school personnel. The guidance
curriculum example that I am planning is based on the needs of my current elementary Title 1
School. This program will also be based on the guidelines of the ASCA (2005) and the Texas
Educational Agency (2014). As listed in the Texas Education Agencys (TEA) Model of a
Comprehensive Developmental Guidance Program (2014) there are seven areas of the guidance
curriculum which include: self-confidence development, motivation to achieve, decision making,
interpersonal effectiveness, communication skills, cross cultural effectiveness and responsible
behavior. The purpose of these elements are for students to develop basic life skills.
TEAs Model of Comprehensive Development Guidance Program (2014) lists the purpose of
responsive services is to intervene on the behalf of the students whose immediate problems put
their continued personal-social, career, and/or educational development at risk. These activities
include meeting the immediate needs and concerns of the students and include consultation,
personal counseling, crisis counseling and referrals to community services. All these activities
need to be evidenced based. It should be aligned with the schools mission statement and vision.
In addition to these types of responsive services, the counselors works as a consultant who can
work with teachers, administrators, parents and fellow counselors to determine how the needs of
student are to be provided (Dollarhide & Saginak, 2012).
One example that can be included in the guidance curriculum is through character building
lessons. The Character Counts program promotes and educates students with the six ethical

Running Head: Comprehensive Developmental Program Final Project

values that build character. This is a school wide program for all students to learn about these
values. The pillars of character include: responsibility, fairness, caring, citizenship, respect and
trustworthiness. There are activities that support these pillars of character and this program can
be implemented throughout the school year. These lessons can be taught as counseling lessons
and also reinforced by the teachers. This program is built on the idea that character is both
formed and revealed by how one deals with everyday situations as well as extraordinary
pressures and temptations. Like a well-made tower, character is built stone by stone, decision by
decision. (Character Counts, 2014).
Website: http://charactercounts.org/home/index.html
Another part of the guidance curriculum is the addition of 2nd Step. Second Step is a social
skills/character education curriculum that is taught to every student. Weekly lessons are
facilitated by the classroom teacher and are designed to promote social competence and positive
emotional health. The Second Step program is designed to help us think about, develop, and
practice positive social skills. It is based on Research that tells us that children who learn and use
these skills are more likely to get along with others and do better in school. It Incorporates
photographs and videos of children in everyday situations. All students are given the chance to
practice the skills theyre learning through role-playing.
Website: http://www.secondstep.org/
Red Ribbon Week-drug free prevention program designed by the National Family
Partnership to promote awareness, advocacy and provide resources for living a drug free life. A
week of awareness is planned in October that promotes and educates students on being drug free.
This campaign encourages counselors to promote a theme each year to educate and motivate the
school. There are door decorating competitions, pledge signings, badges and stickers along with

Running Head: Comprehensive Developmental Program Final Project

special lessons to teach drug-prevention. This program serves as a catalyst to mobilize
communities to educate youth and its network of individuals to encourage involvement with this
drug free program.
Website: http://redribbon.org/about/
Responsive Services
Dollarhide and Saginak (2012) explain that responsive services include parts of the
program that meet the immediate needs of the students and include consultation, personal
counseling, crisis counseling and referrals to community services.
Peer mentoring is an important factor and effective in responsive services. Peer mentors
from older grades are carefully paired with another student from a younger with the goal to help
all students involved with problem solving, providing peer support, establish bonding
relationships and encourage communication skills. Counselors and teachers will supervise these
peer mediation programs. This program is designed based on the needs of students who lack
self-esteem, needing to build leadership skills and need the extra support. A pre-post assessment
will be used with this program utilizing student and teacher responses to survey the effectiveness
of the mentoring.

Individual Planning
The purpose of the individual planning system is to guide all students as they plan,
monitor, and manage their own educational, career, and personal-social development.

The

ASCA National Model standard 3.1.g, stresses that school counselors need to help implement the
guidance program by understanding the multicultural trends. Counselors need to be aware of
their own attitudes and values. The counselor needs to communicate to all students with in a
safe, affirming and welcoming manner (Dollarhide and Saginak, 2012).

Running Head: Comprehensive Developmental Program Final Project

The ASCA National Model (2005) standard 3.b-2 addresses student planning in that the
counselor has the responsibility to understand student planning as a component of the
comprehensive program. Counselors need to develop strategies to implement student planning.
Goal setting, decision making, advisement and postsecondary planning can all help students with
individual planning. Parents and school personnel can also be involved in these goals.
Understanding the connection of school performance and the world of work, family life and
community service is taught.

Schools can systematically use a variety of resources-staff,

information, and activities-and to focus resources toward the students and to assist individual
students to develop and implement personalized plans.
One example of career education for the elementary level focuses on awareness. The
goals in the elementary grades assist students to learn more about themselves, understand the
world of work, develop respect for all types of jobs and serves to provide a foundational
knowledge about careers. The career education program provides a career month where students
are involved in activities which promote career awareness. There are teacher lead lessons,
parent activities, guest speakers and a pre-post-test within this program.
Website: http://www.achievetexas.org/
Counselors are also responsible to provide responsive services. The ASCA National
model (2005) standard 3.3e states, Counselors need to demonstrate an ability to provide
counseling services for students during times of transition, separation, heightened stress and
critical change. Lastly, counselors need to provide system support activities that establish,
maintain and enhance the school counseling program as well as other educational programs
(ASCA, 2005).

Running Head: Comprehensive Developmental Program Final Project

Program Support
The ASCA National Model standard 4. Management states, School counselors should
possess the knowledge, abilities, skills and attitudes necessary to manage a school counseling
program aligned with the ASCA National Model. This support focuses on management
activities that support the guidance program. The ASCA National Model (2005) explains that
effective school counselors are able to negotiate with the administrator to define the management
system for the CSCP. The counselor needs to develop a yearly professional development plan
which demonstrates how the school counselor advances important knowledge, skills and
dispositions. Some management tools examples may be an annual agreement with
administration of the expectations for the year, an advisory council, the use of data including
program results data, using School Data Profile, small group, closing the gap action plans,
lesson plans and a detailed calendar of school counselor events listing activities and
responsibilities.
Another way counselors manage their program is through consultation. When regularly
consulting with teachers, staff members and parents, the students needs are better addressed.
Feedback can be given by the stakeholders so that modifications can be made to meet these
specific needs.
Accountability
Standard 4.B3 of the ASCA National Model (2005) describes how counselors have the
responsibility to collect, analyze and interpret relevant data, including process, perception and
results data, to monitor and improve student behavior and achievement. Dollarhide and Saginak
(2012) explain that record keeping, documentation, and process evaluation is included in the
management system. Once this information is disseminated, the counselor has the responsibility

Running Head: Comprehensive Developmental Program Final Project

to identify achievement, opportunity and informational gaps and then implement interventions as
needed. The counselor should be able to recognize issues that have a significant impact on
student achievement.
Another aspect of the counselors job is to be able to organize and manage time to
implement an effective counseling program. The ASCA National Model (2005) explains that
counselors need to create a rational for the school counselors time to focus on the goals of the
CSCP and then also create a rationale for the time spent in each element of the school counseling
program.
Part III: Goal Setting
Within a comprehensive guidance program, goals are set to maintain a focus given to the
counseling program. Goals are outlines and statements of the desired outcomes of this program.
The ASCA National Model (2005) explains that the counselor has the responsibility to develop
materials and instructional strategies to meet student needs and school goals.
Goal I: To create and maintain a learning environment that recognizes and supports a
diverse population.
It is important to understand that diversity comes from a variety of sources: linguistic,
cultural, ethnic, gender, religious, sexual orientation, economics, national origin and ability
levels. School counselors need to build on their competencies when addressing the needs of
diverse learners. Dollarhide and Saginak (2012) define this competency as being aware of
strategies and approaches that are relevant and appropriate for diverse students. Consultation
strategies are effective when dealing with diversity issues. School counselors will teach
classroom lessons on understanding diversity within the classrooms.
b) Program indicators

Running Head: Comprehensive Developmental Program Final Project

Low income and minority students will be encouraged to participate in GT or

advanced placement courses/programs.
When examining grouping for GT programs, counselors need to advocate for
appropriate testing methods that accurately assesses the diverse students abilities.
Adaptions need to be made for diverse students so their skills are represented

appropriately.
There will be an increase in student achievement and test scores for
subpopulations
The academic needs for these students will be grouped based on their strengths
and weaknesses. Counselors can identify resources and supports from the
community that can help support students whose data is disproportionate.
School counselors need to monitor data to alert school professionals and families
of students progress. Counselors can lead the advocacy to narrow the
achievement gap through systemic interventions. Additional tutoring and support
will be provided so that improvements in the low areas of academic performance

will show improvement.

Student suspensions and expulsions will decrease significantly each year.
Counselors and teachers will collaborate together to seek out those students who
are at-risk for behavioral problems. These students will be identified at the
beginning of each year and interventions will be used when behavioral problems

occur. Parents are also included with this collaboration.

Students will engage in appropriate behavior and social skills resulting in
decreased discipline referrals.
CHAMPS (2104), a school wide approach to discipline which is backed by
research based practices will be in place. This proactive and positive program
establishes consistency, positive reinforcement for appropriate behavior,

Running Head: Comprehensive Developmental Program Final Project

establishes respect and clearly communicates the expectations at school. This
program will be followed by all teachers throughout the school. There will be
logical and fair responses to misbehavior and students will taught to act
responsibly through this program.
Website:
http://www.safeandcivilschools.com/services/classroom_management.php

Multiple coordinated support systems will exist to ensure students academic,

social, emotional, and physical well-being.
Counselors will address the needs of the student in the areas of academic, social
emotional and physical well-being in a proactive, holistic, systemic and balanced
mode of delivery.

c) Student competencies
1. Students will understand differences and similarities of others.

d) Program evaluation
1. Teacher surveys which question biases and attitudes which gives insight of the school
climate. . Classroom observational checklists to collect data about diversity in the school.

2. Using the pre-assessment data collection, counselors address the needs of the students
and implement lessons addressing the needs of the students. Conduct a post self-assessment near
the end of the school year to determine change/growth. Results should be tabulated and
discussed with the advisory team.

Running Head: Comprehensive Developmental Program Final Project

Part IV: Goal Setting

Goal II: National Standard A: Students will acquire the knowledge, attitudes, and interpersonal
skills to help them understand and respect self and others
c) Student competencies
1. ASCA National Standard PS: A -Student will develop positive attitudes towards self as a
unique and worthy person.
2. ASCA National Standard PS: A1.6- Students will distinguish between appropriate and
inappropriate behavior

d) Program evaluation
1. Student observations, teacher feedback through surveys and discussions, perception
data based on students perceptions after the implementation of the lessons, results data from
discipline referrals.
Part V: Sharing Results
It is important to disseminate the results from the school year to the stakeholder. The data
needs to be organized in a way that can be easily shared with stakeholders and partners. Graphs,
charts and pictographs can be used to report this data in a clear way. Stakeholders such as
parents, teachers, administrators, students, school board members and members of the
community need to be involved by the counselor being able to adequately communicate how
well the program is functioning and the plans for improvement. Dollarhide and Saginak (2012)
provide ideas of ways to communicate success of the program. Such ideas include newsletters or
online newspaper entries sent to parents, students, staff and community members. The standard

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5, b 1g in the ASCA National model (2005) explains that counselors are responsible accomplish
measurable objectives and be able to work with members of the counseling team and the
administration and then decide how the program should be evaluated and then shared. This
information is then shared with the stakeholders.
Part VI Reflection
My idea of school counseling and the role of the school counselor has changed as I learn
about the details and responsibilities that encompass this profession. Initially, I believed that the
school counselor mostly was a responsive role and was only to fit into the educator role when it
was possible. Through the understanding and goals of this developmental guidance and
counseling program, I understand how complex the responsibilities are. I understand how a
school counselor needs to be a leader, consultant and advocate for the program along with the
students, parents and community of which he/she serves. I understand the need for the program
to be data driven and how the success of the program needs to be communicated. I believe that
with these successes, the program will motivate and encourage support from the stakeholders
who hold an interest of the success of the students.
The goals and vision for the program needs to be designed in accordance with to the
needs of the students and the school as a whole. I work in a Title 1 school where there are a
diverse group of students with many situations where the students have an instable home life and
low socioeconomic circumstances. In designing a program for this school, I would need to keep
these circumstances in mind as I design the program and chose an appropriate delivery model
that works for this campus.
One of the challenges I anticipate is how I will be prioritizing my time as I provide my
counseling services. ASCA (2005) clearly outlines what responsibilities school counselors

Running Head: Comprehensive Developmental Program Final Project

should and should not be doing. Dollarhide and Saginak (2012) explain that counselors are too
often pulled away from professional programs focused on the academic, career, and
personal/social development of students to perform non-professional counselor task for the
school. As a school counselor, I anticipate that I may need to stand up for the roles and
responsibilities that I need follow. I plan to be a strong advocate to have the ability to deliver the
comprehensive developmental counseling program that I have a responsibility to carry out
throughout the school year.

Running Head: Comprehensive Developmental Program Final Project

Running Head: Comprehensive Developmental Program Final Project

References

American Counseling Association. (2005). Code of ethics. Alexandria, VA: Author.

American School Counseling Association (2009) The ASCA national model: a framework for
school counseling programs (2nd ed.). Alexandria, VA: Author

Dollarhide, C.T. & Saginak, K.A. (2012). Comprehensive school counseling programs: K-12
delivery systems in action. (2nd ed). Upper Saddle River, NJ: Prentice Hall
Texas Education Agency (2014) Model of a Comprehensive Developmental Guidance Program