Running head: COMPREHENSIVE DEVELOPMENTAL GUIDANCE CAMPUS PLAN

Comprehensive Developmental Guidance Campus Plan

Ashley Laney
Lamar University
CNDV5330-C15-AP1

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Comprehensive Developmental Guidance Campus Plan
In order for a school counselor to implement an effective school counseling program that
meets the needs of all students, they must establish a comprehensive developmental guidance
plan for their campus. This plan includes the mission statement of the school, counselors, and
national goals, as well as many other components (Dollarhide & Saginak, 2012). There must be a
chosen advisory committee, and an initial needs survey of the campus must be completed in
order to know what areas needs to be focused on in the guidance plan. The actual curriculum
must be assessed, responsive services evaluated, and all programs associated with the school
counseling program need to be assessed. The actual goals of the guidance plan must include
student data to back up the necessity of the program for important stakeholders. Student
competencies must be listed and the method for evaluating the entire school counseling program
must be established in the action plan. (Dollarhide & Saginak, 2012). The school counseling
program must be assessed and evaluated on an ongoing basis in order for it to achieve the
affectability and advocacy goals of the ASCA (2005).
Part I
School Counselor Competencies

1-B-1a. Creates a vision statement examining the professional and personal competencies

and qualities a school counselor should possess (ASCA, 2005).

1-B-1b. Describes the rationale for a comprehensive school counseling program (ASCA,

2005).
1-B-2d.Identifies and applies components of the ASCA National Model requiring
leadership, such as an advisory council, management system and accountability (ASCA,

2005).
II-B-1b. Demonstrates knowledge of a schools particular educational philosophy and
mission (ASCA, 2005).

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II-B-1c. Conceptualizes and write a personal philosophy about students, families,

teachers, school counseling programs, and the educational process consistent with the

schools educational philosophy and mission (ASCA, 2005).

II-B-2 Develops a school counseling mission statement aligning with the school, district,

and state mission (ASCA, 2005).

IV-B-2 Establishes and convenes an advisory council for the comprehensive school
counseling program. (ASCA, 2005).
Each of these competencies stress the necessity of establishing an diverse advisory

committee that creates and evaluates the comprehensive school counseling program. These
members must assess and include the needs of all student and community members in the school
and counseling programs mission statements. These mission statements are the guiding focus for
both the school and school counseling program, and must emphasize the rationale behind having
an educational system and counseling program. Every system is most focused and efficient if
they have a particular goal in mind, and the creation of mission statements by an advisory
committee helps guide the focus of not only a school, but also the comprehensive school
counseling program that is assisting that school mission (Dollarhide & Saginak, 2012).
Advisory Committee
An advisory committee is essential to the success of a comprehensive school counseling
program. This advisory board must include a diverse set of people that can guide the program in
an effective direction in order to best serve all students (Dollarhide & Saginak, 2012). The ASCA
National Model (2005) states that the advisory board must be representative of all member, and
needs to not only represent the campus, but also the community and district in demographics and
makeup. This group will meet on a continuous basis to discuss the school counseling program
and the action plans being implemented.

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Students from all spectrums of academic ability, family income, language, grade

levels, and school involvement (Dollarhide & Saginak, 2012).

Parents, guardians, and caregivers from all socioeconomic groups represented in
the school community and across school neighborhoods (Dollarhide & Saginak,

2012).
Teachers from all areas of academic and extracurricular activities, aides, and

administrators (Dollarhide & Saginak, 2012)

Community representatives from a variety of employers and social services
(Dollarhide & Saginak, 2012).

School Mission Statement

An advisory committee is responsible for creating a school mission statement that gives a
clear purpose for the school. It details exactly why the school exists, and how it hopes to benefit
not only students, but also global society. A school mission statement gives the campus a
purpose, and helps define that purpose for students, parents, community members, and important
stakeholders (Stone & Dahir, 2006). An example of a mission statement is: This school will
ensure innovation and excellence in education to prepare all learners for productive engagement
in a global society. This tells people that the school wants to assist all students in becoming
global citizens, and that will happen through innovative educational methods.
Counseling Program Mission Statement
In order to be most effective for students, school counselors must have a guiding
statement for their comprehensive school counseling program. This philosophy must be agreed
upon by all important contributors to the school counseling program (Dollarhide & Saginak,
2012). It is typically more specific than the general mission of a school, which is to educate all
students. School counseling programs also focus on social, emotional, and physical well being
and development. An example of a counseling program mission statement is: The

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comprehensive school counseling program is designed to prepare students to be lifelong learners
and responsible citizens in the community through a comprehensive program that will meet their
academic, social, and career needs.
Personal Counselor Mission Statement
While all counselors in a school must follow their school mission and the counseling
programs mission, each individual has their own ideas about what areas of student development
to most pursue. Some counselors may see that college and career preparation is a necessity, while
others see that learning social skills in order to interact in society is most important. These
various philosophies guide an individual counselor in their own mission. I personally see high
school as a stepping stone into college and an eventual career so I tend to focus a majority of
time with students on preparing them for their future. This involves spending time with each
individual student discussing what their interests are, and how they can further cultivate these
interests into a potential lifelong career. Hopefully a school counselor can find their own
personal mission statement within the core of their schools and school counseling programs
philosophy (Stone & Dahir, 2006). I will create a school counseling program that assists all
students in meeting the academic, personal, and social needs.
Part II
School Counselor Competencies

1-A-3 Impediments to student learning and use of advocacy and data-driven school
counseling practices of act effectively in closing the achievement/opportunity gap

(ASCA, 2005).
III-A-6 Principles of working with various student populations based on ethnic and racial
background, English-language proficiency, special needs, religion, gender, and income
(ASCA, 2005).

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III-A-7 Responsive Services (ASCA, 2005).

III-B-1 Implements the school guidance curriculum (ASCA, 2005).
III-B-2 Facilitates individual student planning (ASCA, 2005).
III-B-3 Provides responsive services (ASCA, 2005).
III-B-4 Implements system support activities for the comprehensive school counseling
program (ASCA, 2005).
In order to fully understand what a comprehensive school counseling program needs and

how it can be most effective to a student population, the school counseling program must
conduct a needs assessment survey to see the current state of student academic achievement,
guidance curriculum effectiveness, student personal and social needs, and community needs.
This lets a school counseling program know what services are needed, what is currently working,
and what can be improved upon (Dollarhide & Saginak, 2012). From this the counseling
program can create a guidance curriculum, provide responsive services to students, and begin
individual student planning.
Needs Assessment Survey
Needs assessment use data to find out what is currently happening in a school counseling
program, and what can be done to serve more students in a more effective manner. A goal of
every school counseling program is to meet the academic, social, personal, mental, and
emotional needs of all students, and a needs assessment helps the school counselors see what
areas need to be addressed in the guidance program (Dollarhide & Saginak, 2012). In order to do
so, data must be collected and analyzed to accurately assess the current program. According to
Dollarhide & Saginak (2012), needs assessments are important in the early planning processes
of a school counseling program. School counselors and advisory committees use the data from
these assessments to inform the types of interventions and initiatives necessary. To conduct a
needs assessment, a school counselor can observe classrooms, conduct walkthroughs of current

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counseling programs, converse with teachers, parents, administration and students or use a
survey format. Large scale needs assessments must be disaggregated in order for the information
to be useful to the school counseling program (Dollarhide & Saginak, 2012). A survey would be
considered a formal needs assessment, while conversations and the data used from these
conversations would be classified as informal.
One method I would use is to give students and teachers a survey like the one found at
http://www.thehelpfulcounselor.com/wp-content/uploads/2013/08/School-Counseling-NeedsAssessment.jpg. This is a school counseling needs assessment that asks the participant to rank
whether certain topics or programs are needed at the school. This would be best utilized with
high school students that understand the vocabulary being used, and have some understanding of
what a school counseling program is designed to do. While younger students can give
information, they may not be able to understand the specific questions the survey asks. This
survey would be submitted through Google forms and does not require participants to identify
themselves. This would be an excellent starting point for a needs assessment at the high school
level.
A second possible method is the survey found at
http://wvde.state.wv.us/forms/counseling-assessment/. This survey has students rank how much
they feel they personally need the various types of services, such as information on dating and
sexuality, or information on drug abuse or family abuse. I think that this anonymous survey
would help a school counseling program better understand the clientele, culture, and atmosphere
of the students they are trying to serve. This survey involves family and personal topics, as well
as bullying and other possible school social concerns.

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A third method I would use would be having individual meetings with the teachers in a
school and using a format like the School Counseling Program Review found at
http://schoolcounselorscrapbook.blogspot.com/2012/05/needs-assessments-and-thick-skin.html.
Teachers could be asked these in a formal interview format in order to better understand the
teachers understanding of the necessity and goals of the school counseling program. In order to
create a program that better benefits students, the climate and needs of the teachers must also be
assessed (Dollarhide & Saginak, 2012).
A fourth method of assessing needs of a school would be hosting a small focus group of
students and teachers to discuss the needs in the school counseling program. Any of the above
three surveys could be used, but notes could be recorded from the discussion of the group instead
of individual responses. This type of format could encourage discussion and creation of
important topics for school counselors to address (Dollarhide & Saginak, 2012).
Guidance Curriculum
Within the school counseling program, the guidance curriculum must be created in order
to address the student needs that were assessed as being vital and necessary. Guidance
curriculum is designed to help students acquire skills to promote mental health, career and
academic development, and social and personal development (South Carolina Department of
Education, 2008). Guidance curriculum can be delivered by the counselor, but must be included
in all academic and extracurricular classrooms and taught by all school staff (Dollarhide &
Saginak, 2012). This curriculum addresses needs such as units on bullying, college and career
information, or units on how to manage stress. This can be taught in a variety of formats,
classroom wide or small group oriented towards specific students.
Responsive Services

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Even in fully developed effective counseling programs, needs will arise where students
require immediate attention. These could be areas of personal crisis like a death in the family or
divorce of parents, or something affecting the whole community like a natural disaster. Campus
wide assessed needs like stress management or unhealthy choices can also require responsive
services (Dollarhide & Saginak, 2012). Typically responsive services are individual or small
group oriented, but can be school wide presentations if the need arises. Sometimes peer response
groups can be beneficial in helping solve minor issues between students, and have been proven
effective with proper training for the peer response staff (Dollarhide & Saginak, 2012).
http://www.peermediators.org/ is an excellent starting point for creating peer mediation groups
within a campus. When dealing with grief, small groups could each create what is called a Feel
Good File that includes positive memories in order to associate positive emotions with their grief
(Walker, 2011). The website http://www.allohiocc.org/Resources/Documents/AOCC
%202012%20Session%2062.pdf presents twenty different activities on helping students deal
with grief. Each activity helps create positive emotions from the grieving process that could be
helpful for students dealing with traumatic family loss.
Individual Planning
Within a school counseling program, school counselors must allocate adequate time to
meet with each student. During this individual meeting, the counselor and student will discuss
progress towards personal, educational, and postsecondary goals. This may include helping the
student define these goals (Dollarhide & Saginak, 2012). Individual career assessments can be
conducted and then analyzed for trends and interests during this planning time.
http://www.assessment.com/takemapp/ is a website that offers a career assessment survey geared
for young adults. Students pursing college could be advised on how to fill out the FASFA

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financial aid form at https://fafsa.ed.gov/, and SAT scores could be discussed to address college
choices, strengths and weaknesses in academics, and course selection information. When
discussing potential careers, the counselor could introduce the http://www.virtualjobshadow.com/
website that gives virtual tours and shadows of actual people in careers.
Program Support
In order to meet the mission of the school, school counselors collaborate with all other
school staff. Teaming and consultation with parents and community members is also vital to
meet the school mission (Dollarhide & Saginak, 2012). Schools counselors must keep current
with counseling trends and laws. One method of staying informed is by joining counselor
associations such as the ASCA at http://www.schoolcounselor.org/. Another professional
organization specifically for Texas school counselors is http://www.txca.org/tca/tsca_home.asp
and provides benefits and support services to Texas school counselors. School counselors also
play an essential role in data analysis for the school. They often analyze standardized test scores
for a campus and disaggregate the data in order to identify and target the at risk populations, and
assist teachers in how to better work with these students in order for them to achieve. Another
aspect of school collaboration is creating workshops and training for other school staff on how to
meet the needs of the school counseling program. In order for a comprehensive school
counseling program to be truly effective, all staff must be trained on its importance and how they
play a role (Dollarhide & Saginak, 2012).
Part III
School Counselor Competencies

II-B-4b. Understands the legal and ethical nature of working in a pluralistic,

multicultural, and technological society (ASCA, 2005).

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II-C-1. School counseling is an organized program for every students and not a

series of services provided only to students in need (ASCA, 2005).

III-A-6. Principles of working with various student populations based on ethnic
and racial background, English-language proficiency, special needs, religion,

gender, and income (ASCA, 2005).

III-B-1g. Understands multicultural and pluralistic trends when developing and
choosing guidance curriculum (ASCA, 2005).

The comprehensive school counseling program must assess the needs of the campus and
set appropriate goals. These goals should reflect the needs assessment and must be used when
planning appropriate curriculum to match the mission of both the school and the school
counseling program (Dollarhide & Saginak, 2012). The plans of a school counseling program
show how goals and objectives will be accomplished (Dollarhide & Saginak, 2012). These
plans include an action plan that lists specific goals to accomplish. The program indicators
include steps of how the reach the goals of the action plan, while students competencies name
exactly what the students will be able to do as result of the school counseling program plan.
Finally, the program evaluation is a plan on how to evaluate the effectiveness of the program
(Dollarhide & Saginak, 2012).
Goal I: To create and maintain a learning environment that recognizes and supports a
diverse population.
Action Plan
Modern America does not fit one cultural mold or definition. This country is a unique
blend of ethnicities, religions, beliefs, and perspectives. School counselors must be aware
of the importance of multiculturalism and the role in plays in schools. A students culture
is key to identity development and counselors must respect and embrace different

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viewpoints in their role as educators (Dollarhide & Saginak, 2012). In order to have a
learning environment that supports a diverse population, counselors must first help
students create some sense of self-worth and identification with their own personal
culture. Minority enrollment in advanced academic courses and electives must also
increase in order to encourage school wide involvement and improve academic success.
Attendance must be monitored and parent contacts made in order to ensure student
success.
Program Indicators

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

placement courses/programs.

Teachers, parents, and other school staff must be trained on how to recognize signs of
giftedness in students. Parents must be made aware of the process of having their
child tested for giftedness, and the entire GT program needs to alter its testing
procedures to ensure all cultures are fairly represented and the testing process doesnt
discriminate due to cultural differences (Dollarhide & Saginak, 2012).

There will be an increase in student achievement and test scores for

subpopulations

All campus staff need training and workshops on how to work with low achieving
students, or students from low socioeconomic status to ensure that classroom
instruction is not culturally biased and unfair to the student population.

Student suspensions and expulsions will decrease significantly each year.

Special school wide presentations will be held at the beginning of the year on the
importance of behavior in student success, and students will be identified early that

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need extra small group counseling on ways to deal with anger or stress. Classroom
guidance lessons on these topics can greatly reduce the amount of behavior issues in
the classroom that typically result in suspensions (Dollarhide & Saginak, 2012).

Students will engage in appropriate behavior and social skills resulting in

decreased discipline referrals.

General teachers can teach Boystown social skills in each classroom. Teachers
receive training on how to teach these social skills and will be expected to enforce
them in their classrooms. These social and behavioral skills will result in less
behavior incidences in the classroom.

Multiple coordinated support systems will exist to ensure students academic,

social, emotional, and physical well-being.

Students identified as low achieving or at risk of failing academic courses will be

identified and clustered into small groups in order to better serve their needs.
Individual counseling with each student will be referred in order to boost academic,
emotional, social and physical success.
c) Student competencies
1. Students will understand the necessity of being successful in the classroom.
2. Students will understand the role of diversity in the world and become productive
global citizens.
d) Program evaluation
Student competency #1: Three week progress reports, six week report cards, standardized
STAAR test results, college entrance exam results, and the numbers of students accepted
into colleges, and percent deemed academically ready for college based on standardized

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test data will be used in order to measure if students understand the necessity of being
successful in the academic classroom. Results from previous years will be used as a
baseline to see if improvement has happened, and results will be disaggregated to show
subpopulations that are achieving results or underperforming. Changes to academic and
school counseling curriculum will be made in order to keep rate of academic success
positive.
Student competency #2: Student referrals will be reviewed to see how many incidences
of bullying are occurring due to differences in culture, student and staff focus groups will
elicit opinion on how well multiculturalism is integrated into school curriculum, surveys
will be given to students, parents, staff, and community on the importance of
multiculturalism and how well they think the current school environment supports
multiculturalism. Results from surveys, focus groups, and information from referrals will
be used as a baseline to determine how well the school counseling program is
incorporating multiculturalism into the school environment, and how this is effective
students views on being a global citizen.
Part IV
Goal 2: To create a school counseling program that assists in preparing students for
post-secondary success.
Action Plan
A main component of every school counseling program is to prepare students for their
future. Part of the path to success includes education, and students need to gain the
necessary academic, social, and behavior skills in order to meet the demands of college
courses and life. In order to move on in their academic career past high school, students

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must take challenging, rigorous coursework to prepare. School counselors must ensure
that students see the long term benefits in engaging in challenging courses, and
understand the importance of their high school success towards future success.
Counselors must also ensure they are individually planning with all students to assist
them in the college acceptance process, including testing, financial aid, and choice of
school. Counselors must take on not only the role of educating students on the
importance of education, but also guiding them through the process of making college
enrollment attainable. Guidance curriculum must be created that centers on the
importance of post secondary education and the potential long term benefits (Dollarhide
& Saginak, 2012).
Program Indicators

College acceptance rates will increase by 10%.

Counselors will meet individually with all juniors and seniors to ensure they are
aware of the process of applying to college, and important deadlines and testing dates.
They will followup on a six week basis with each student to ensure progress.

College enrollment rates will increase by 10%.

Counseling department will followup with graduates to monitor college enrollment

and graduation rates of former students. This will help the program know long term
effectiveness of the programs.

Enrollment rates in academically rigorous courses will increase by 20%.

Programs to encourage middle school students to enroll in advanced courses will be

in place, and reward systems for success in rigourous coursework will be offered to
help boost enrollment.

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Student participation in AVID program will increase by 25%.

AVID program will be instituted at elementary and middle school level to promote
higher level thinking in academic coursework. Counselors will also recruit and
promote AVID high school program and its benefits at the middle school level.
Student Competencies
1. Students will better understand the importance of post secondary education.
2. Students will engage in more rigorous academic courses and work.
Program evaluation
Student Competency #1- College acceptance rates, college enrollment rates, college
graduation rates, student surveys, and teacher/counselor input will help gauge student
comprehension of importance of college and post secondary education. Results from previous
years and data of college enrollment and graduation will be the baseline in determining
effectiveness of programs. Teacher and counselor input will also assist in determining if
reevaluation of current programs is needed.
Student Competency #2- Enrollment rates in advanced placement academic courses, six
week grades, portfolio reviews and GPAs will be used to gauge if the students are engaging in
more serious academic work. Students academic coursework will be kept in portfolio format to
assess progress on a yearly basis and previous years work and grades will assist in determining
program effectiveness. Emphasis on higher level thinking skills will be taught in AVID programs
and will assist in engaging more students in the rigorous coursework and goals of advanced
classes.
Part V

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Within the ASCA National Model (2005), accountability and providing evidence to
stakeholders is a vital aspect of the school counselors position. Counselors must ensure that the
data shows the results they want the stakeholders to see to better understand the vitality of the
school counseling program (Dollarhide & Saginak, 2012). The information shared is typically
about the extent the current school counseling program is benefiting students and the community.
Dollarhide & Saginak (2012) do warn that new programs and initiatives should not overshare the
failures and shortcomings of their programs, but to only show positive results and new methods
for improvement. The purpose of disseminating results is to inform ways in which the school
counseling program is supporting student achievement and success in school (Dollarhide &
Saginak, 2012). This can also be see as a collaborative effort, and stakeholders can offer opinions
and suggestions on how the school system can improve the comprehensive school counseling
program in order to benefit even more students. In order to ensure the school counseling program
is continuously improving, it must be continuously evaluated and discussed.
Results of the comrepehsnive school counseling program can be shared with stakeholders
in many ways. Standardized test results for all demographics, student graduation rates, college
acceptance and enrollment rates, attendance rates, and average GPAs can all be given to the
media, posted on a school website, sent home to parents, or be presented in a visual format at
special meetings. School counselors can create pamphlets that highlight the achievements,
successes, and services offered to students and the community and have these readily available
throughout the school (Hamilton, Halyerson, Jackson, Madinach, Supovitz & Wayman, (2009).
Parent meetings can be held by grade level or by campus to help inform the parents on the
highlights of the previous years counseling program, and how the counseling program hopes to
help students in the coming year.

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Conclusion
This course broadened my knowledge on the importance of planning a comprehensive
school counseling program. I did not know the full extent and importance of a school counselors
job and the multiple roles they must take on. Dollarhide & Saginak (2012) provided an insight
how the role of the school counselor has evolved to the changing social, emotional, behavioral,
and academic needs of students over the years. I often see that my current employer often places
non-counseling duties on the counselors at my campus, and I now see how this is keeping them
from best serving the needs of students. While lunch duty and monitoring the halls is a part of
any staff members routine at a school, often times the school counselors are often chose because
many staff members dont fully understand the role of the school counselor. They just see that
they arent necessarily physically responsible for a classroom of students; therefore they must
have the extra time to perform various school duties. I see this as being a possible impairment to
correctly integrating a comprehensive school counseling program. School counselors must be
sure to educate all school staff and administration on the importance of the school counseling
program, and that counselors must have adequate time to work with the program in order to
assure student success.
This course further stressed the importance of ensuring that a school counseling program
doesnt just meet the needs of some students, but serves all students in order to best assist them
in academic and personal success. The role of advocacy is an enormous task, but must be
pursued by a counselor in order to assure that all students benefit from the educational
environment. This advocacy also helps school counselors see what areas that concern students
need the most improvement, and what types of services can be offered in order to better assist
students in their overall success. The mission of schools is to create global citizens that are

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productive members of society, and a school counseling program helps instill these values and
commitment to this goal.

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References
American School Counselor Association. (2005). 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. Upper Saddle River, NJ: Prentice Hall.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009).
Using student achievement data to support instructional decision making (NCEE 20094067). Washington, DC: National Center for Education Evaluation and Regional
Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved
from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
South Carolina Department of Education. (2008). The South Carolina Comprehensive
Developmental Guidance and Counseling Program Model: A guide for school
counseling programs, Prekindergarten through Grade Twelve. Coumbia, South
Carolina. Retrieved from https://ed.sc.gov/agency/programsservices/174/documents/SCCDGCPM06-23-08Final.pdf.
Stone, C. B. & Dahir, C. A. (2006). The transformed school counselor. Boston, MA: Houghton
Mifflin Company.
Walker, K. (2011). Feel good file. In L. Lowenstein (Ed.), Assessment and treatment activities
for children, adolescents, and families (Vol. 3). Toronto, Ontario: Champion Press.