DEVELOPING COMPREHENSIVE SCHOOL

GUIDANCE & COUNSELING PROGRAM

 Where to begin?
 Be familiar with national standards
 Understand how to use the national standards
 Know your school's priorities/goals
 Know your students' needs
 Use these to determine which domain area to start with
 Identify the support you need to take the next steps;
and
 Make a plan
 Definition of Terms

• Standards or Goals – statements of what should be done in

each area (ASCA, 2003 p. 152 as mentioned in Salazar-
Clemeña, 2010)
•  
• Content Standards for Students – the knowledge and
behavior that school counseling programs are expected to
develop in their students.
•  
• Domains – broad areas of knowledge base (academic, career
and personal-social) that promote and enhance the learning
process (ASCA, 2003 p. 151 as mentioned in Salazar-
Clemeña, 2010).
 Definition of Terms
• Competencies – the knowledge, skills and attitudes the
students should develop.
•  
• Indicators – measurable evidence that individuals have
abilities, knowledge or skill for a specific competency (ASCA,
2003 p. 151 as mentioned in Salazar-Clemeña, 2010)
 Major Source

Carol Dahir, Ed.D.

• Associate Professor and Coordinator, School Counselor Education,
• New York Institute of Technology
Past Project Director, American School Counselor Association's
National Standards for School Counseling Programs
• 
1. Examining the Framework Components of the ASCA National
Model
2. Developing A National Framework for the Philippines
3. Program Mapping: Aligning your activities with the National
Standards
Philippine Model for Students-
Based School Counseling
 Features of the Model

 The model centers on the student, who is the focus of the school
Counseling Program.
 The counselor works with other stakeholders (faculty and
administrators, parents, and the community) to assist each student.
 The model covers four areas identified by ASCA:
o FOUNDATION
o DELIVERY SYSTEM
o MANAGEMENT SYSTEM
o ACCOUNTABILTIY SYSTEM
 The outer edge of the model shows leadership, advocacy,
collaboration, and systemic change as the driving forces for the model.
 Features of the Model

 The Foundation of the program consists of the Mission -Vision,

which is anchored on Filipino values of Family and Spirituality, and
the Student Competencies the program aims to develop. The
foundation leads to both management and delivery systems, which
go together. Counselors use a variety of tools and strategies to
manage their time and the program well. They deliver direct and
indirect services to students and the other stakeholders.
 The effectiveness of the delivery and management systems is
measured by the Accountability system. The accountability system
gives feedback /provides evidence for the improvement of the
management and delivery systems and the foundation
• 
 Features of the Model

• Leadership - School Counselors act as leaders in

bringing about needed changes in the school system.
• identify specific leadership roles/functions of the RGCs
in the implementation/monitoring of the School
Counseling programs/services
•  
• Advocacy - School Counselors advocate for the
enhancement of the school learning climate to
effect/strengthen the academic performance of students
 Features of the Model

• Collaboration - School Counselors work as a team with

other stakeholders to reach common/shared goals.
• design collaborative programs and strategies for
specifically identified populations in the school
community
•  
• Systemic Change - School Counselors take specific
steps/procedure to draft and/or adopt to initiate and/or
implement the needed changes in the school system with
the end goal of improving the academic performance of
all students
 Fleshing Out the Model

•Foundation
1. What family values do you want to emphasize in the school
counseling program?
2. What aspects of spirituality do you want to include in the
school counseling program?
3. What competencies do you want your students to develop as
a result of your program?
4. What counselor competencies do you need to develop in
order to help your students attain these competencies?
Fleshing Out the Model

•Delivery System
1. What SERVICES do you need to deliver to help your
students achieve the desired competencies?
o Duties and Responsibilities*

• * Result-Based Performance Management System

(RPMS)
•  
Duties and Responsibilities*

Guidance Counselor I
 Organizes functional and suitable guidance and
counseling program
 Provides effective individual and group
counseling
 Identifies students’ needs and problems

 Provides career counseling to students

 Provides scholarship programs to students

Guidance Counselor II
 Provides orientation to students in all year levels
 Formulates guidance and counseling forms
including individual inventory, agreement forms
 Administers and interprets individual and groups
psychological and projective tests
 Provides effective individual and group
counseling
 Identifies students’ needs and problems
 Makes an action research based on the results of
the identified of students’ needs and problems
 Makes referrals to different government agencies
 Coordinates with the community, NGOs or GOs
for program support
 Provides career counseling to students
 Provides scholarship programs to students
Guidance Counselor III
 Organizes functional and suitable guidance and counseling
program
 Provides orientation to students in all year levels
 Implements guidelines and school policies
 Formulates guidance and counseling forms including individual
inventory, agreement forms
 Administers and interprets individual and group psychological
and projective tests
 Holds parent-teacher conferences
 Designs and manages teachers’ training on guidance-related topics
enhancing their skills in effective pupil management
 Provides effective individual and group counseling
 Identifies student’s needs and problems
 Makes an action research based on the result of the identification of
students’ needs and problems
 Makes referrals to other government agencies
 Coordinates with the community, NGOs and GOs for program
support
 Provides career counseling to students
 Provides scholarship programs to students
Guidance Coordinators I-III

 Supervises the guidance programs of the

district/division

 Formulates guidance policies in the

district/division

 Provides guidance seminars on stress

management

 Acts as consultant to parents, out of school

youths and community
to students, parents, school staff and
in the community in the following
areas:

o Curriculum – consist of structured lessons designed to

help students achieve the desired competencies and to
provide all students with the knowledge and skills
appropriate for their developmental level.
o Individual Student Planning – coordinate ongoing systemic
activities designed to help students establish personal
goals and develop future plans.
o Responsive Services – preventative and/or intervention
activities meeting students immediate and future needs.
These can be necessitated by events and conditions in
students lives and may require any of the following:
 Individual or group counseling
 Consultation with parents, teachers and other educators
 Referrals to other support services or community resources
 Peer helping
 Information
•  
• Schools counselors develop confidential relationships
with students to help them resolve or cope with
problems and developmental concerns.
o System Support – consist of management activities
establishing, maintaining and enhancing the total school
counseling program. These activities include
professional development, consultation, collaboration,
program management and operations. School
Counselors are committed to continued personal and
professional development and are proactively involved
in professional organizations promoting school
counseling.
• Management
• How much time should you allot for direct vs. indirect
services?
• What organizational/management tools and strategies can you
use to facilitate service delivery?
•  
• Accountability
• What DATA do you need to gather and analyze to determine
the effectiveness of your program?
•  
 Mapping School Counseling
Programs to the National
Standards

 Review of Counseling Program Activities, School

Improvement Goals, and the National Standards
 Connecting Counseling Work to the school
 Analyzing Data
 Prioritizing Standards to focus on
 Student Academic
Development
• STANDARD A: Students will acquire the attitudes,
knowledge & skills that contribute to effective learning in
school & across the life span.
o Competency: A:A1 Improve academic self-concept.
 A:A1.8 Be aware of their responsibilities as students.
o Competency: A:A2 Acquire Skills for Improving Learning.
 A:A2.1 Apply time management and task-management skills.
o Competency: A:A3 Achieve School Success.
 A:A3.1 Take responsibility for their actions
 A:A3.7 Observe and respect school rules/regulations/ policies.
• STANDARD C: Students will understand the relationship
of academics to the world of work and to life at home
and in the community.
o Competency: A:C1 Relate School Life Experiences.
 A:C1.9 Understand that home and school are partners in
helping out students with their concerns.
 Student Career
Development
• STANDARD A: Students will acquire the skills to investigate
the world of work in relation to knowledge of self and to
make informed decisions.
o Competency: C:A1 Develop Career Awareness
 C:A1.3 Develop an awareness of personal abilities, skills, interests
and motivations
 C:A1.5 Learn to make decisions
 C:A1.6 Learn how to set goals
 C:A1.7 Understand the importance of planning
 C:A1.11 Identify career options relevant to their abilities and
interests
STANDARD B: Students will employ strategies to achieve future
career goals with success and satisfaction.
o Competency: C:B2 Identify Career Goals
 C:B2.1 Demonstrate awareness of the education and training
needed to achieve career goals
 Student Personal-Social
Development
• STANDARD A: Students will acquire the knowledge,
attitudes and interpersonal skills to help them
understand and respect self and others.
o Competency: PS:A2 Acquire Interpersonal Skills
 PS:A2.1 Recognize that everyone has rights and
responsibilities.
 PS:A2.11 Understand and show respect for the differently
able.
• STANDARD C: Students will understand safety and survival
skills.
o Competency: PS:C1 Acquire Personal Safety Skills
 PS:C1.8 Learn about the emotional and physical dangers of
substance use and abuse
 PS:C1.9 Learn how to cope with peer pressure.
 PS:C1.10 Learn techniques for managing stress and conflict.

• STANDARD D: Students will understand their role in society.

o Competency: PS:D1 Citizenship Responsibilities
 PS:D1.1 Recognize and respect social norms
 PS:D1.4 Become more responsible students/citizens
 NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS IN THE PHILIPPINES

ACADEMIC DEVELOPMENT
STANDARD A: Students will acquire the skills that contribute
to effective learning in school and across the life span.

Standard B: Students will complete school with the

academic preparation essential to choose from a wide
range of substantial post-secondary/post-college options.

STANDARD C: Students will understand the relationship of

academics to the world of work and to life at home and in
the community.
 Standards/Competencies/Indicators College HS Elem.

STANDARD A: Students will acquire the skills that contribute to effective learning in school and
across the life span.

A:A1 Improve Academic Self-Concept      

A:A1.1 Articulate feelings of competence and confidence as learners      

A:A1.2 Display a positive interest in learning      

A:A1.3 Take pride in work and achievement      

A:A1.4 Accept mistakes as essential to the learning process      

A:A1.5 Identify attitudes and behaviors that lead to successful learning      

A:A1.6 Identify their aptitudes, learning styles, cognitive strengths, and      

weaknesses
A:A1.7 Gain knowledge about their competencies      

A:A1.8 Be aware of their responsibilities as students      

 Standards/Competencies/Indicators College HS Elem.

A:A2 Acquire Skills for Improving Learning      

A:A2.1 Apply time management and task-management skills      

A:A2.2 Demonstrate how effort and persistence positively affect learning      

A:A2.3 Use communication skills to know when and how to ask for help
     
when needed

A:A2.4 Apply knowledge and learning styles to positively influence school

performance      

A:A2.5 Set goals and make action plans based on academic performance      

A.A2.6 Improve study habits      

A:A2.7 Learn appropriate attitudes and techniques for satisfactory school

     
performance
 Standards/Competencies/Indicators College HS Elem.

A:A3 Achieve School Success      

A:A3.1 Take responsibility for their actions      

A:A3.2 Demonstrate the ability to work independently, as well as the      

ability to work cooperatively with other students

A:A3.3 Develop a broad range of interests and abilities      

A:A3.4 Demonstrate dependability, productivity and initiative      

A:A3.5 Share knowledge      

A:A3.6 Identify personal areas of concern that affect their performance

     
and find ways of coping with and resolving these

A:A3.7 Observe and respect school rules/regulations/policies      

A:A3.11 Demonstrate resourcefulness      

A:A3.12 Collaborate with teachers and guidance counselors to address
     
their academic needs
 Standards/Competencies/Indicators College HS Elem.

Standard B: Students will complete school with the academic preparation essential to choose
from a wide range of substantial post-secondary/post-college options.

A:B1 Improve Learning      

A:B1.1 Demonstrate the motivation to achieve individual potential      

A:B1.2 Learn and apply critical-thinking skills      

A:B1.3 Apply the study skills necessary for academic success at each level      

A:B1.4 Seek information and support from faculty, staff, family and peers      

A:B1.6 Use knowledge of learning styles to positively influence school

     
performance
A:B1.7 Become a self-directed and independent learner      

A:B1.8 Identify and avail themselves of guidance and other student

services that could assist them      
 Standards/Competencies/Indicators College HS Elem.

A:B2 Plan to Achieve Goals      

A:B2.1 Establish challenging academic goals in elementary, high school,

     
and college

A:B2.2 Use assessment results in educational planning      

A:B2.4 Apply knowledge of aptitudes and interests to goal setting      

A:B2.5 Use problem-solving and decision-making skills to assess progress

     
toward educational goals

A:B2.8 Demonstrate readiness for the next level in the      

educational/career ladder
A:B2.10 Minimize anxiety about taking tests for admission to the next
     
level
A:B2.13 Be motivated to go on to the next step in the educational/career      
ladder
 Standards/Competencies/Indicators College HS Elem.
STANDARD C: Students will understand the relationship of academics to the world of work and
to life at home and in the community.
A:C1 Relate School Life Experiences      
A:C1.1 Demonstrate the ability to balance school, studies,
     
extracurricular activities, leisure time and family life
A:C1.3 Understand the relationship between learning and work      
A:C1.4 Demonstrate an understanding of the value of lifelong learning      
as essential to seeking, obtaining and maintaining life goals
A:C1.5 Understand the school success is the preparation to make the
     
transition from student to community member
A:C1.6 Understand how school success and academic achievement
enhance future career and vocational opportunities      

A:C1.7 Establish a strong connection between academic learning and

     
other relevant life skills
A:C1.8 Relate the importance of learning to their life at home,
     
community and work
A:C1.9 Understand that home and school are partners in helping out
students with their concerns      
 NATIONAL STANDARDS FOR SCHOOL

COUNSELING PROGRAMS IN THE PHILIPPINES

CAREER DEVELOPMENT
STANDARD A: Students will acquire the skills to
investigate the world of work in relation to knowledge of
self and to make informed decisions.

STANDARD B: Students will employ strategies to achieve

future career goals with success and satisfaction.

STANDARD C: Students will understand the relationship

between personal qualities, education, training and the
world of work.
 Colleg
Standards/Competencies/Indicators HS Elem.
e
STANDARD A: Students will acquire the skills to investigate the
world of work in relation to knowledge of self and to make      
informed decisions.

C:A1 Develop Career Awareness      

C:A1.1 Develop skills to locate, evaluate and interpret career
     
information
C:A1.3 Develop an awareness of personal abilities, skills, interests
     
and motivations
C:A1.4 Learn how to interact and work cooperatively in teams      

C:A1.5 Learn to make decisions      

C:A1.6 Learn how to set goals      

C:A1.7 Understand the importance of planning      

C:A1.8 Pursue and develop competency in areas of interest      

C:A1.10 Balance between work and leisure time      

C:A1.11 Identify career options relevant to their abilities and
     
interests
 Colleg
Standards/Competencies/Indicators HS Elem.
e
STANDARD A: Students will acquire the skills to investigate the
world of work in relation to knowledge of self and to make      
informed decisions.
C:A2 Develop Employment Readiness      

C:A2.1 Acquire employability skills such as working on a team,

     
problem-solving and organizational skills

C:A2.2 Apply job readiness skills to seek employment

     
opportunities
C:A2.3 Demostrate knowledge about the changing workplace      
C:A2.5 Learn to respect individual uniqueness in the workplace      
C:A2.6 Learn how to write a résumé      
C:A2.7 Develop a positive attitude toward work and learning      

C:A2.8 Understand the importance of responsibility,

     
dependability, punctuality, integrity and effort in the workplace

C:A2.9 Utilize time- and task-management skills      

 Colleg
Standards/Competencies/Indicators HS Elem.
e
STANDARD B: Students will employ strategies to achieve future
     
career goals with success and satisfaction.
C:B1 Acquire Career Information      
C:B1.1 Apply career decision-making skills to career planning,
     
course selection and career transition
C:B1.2 Identify personal skills, interests and abilities and relate
     
them to current career choice
C:B1.3 Demonstrate knowledge of the career-planning process      
C:B1.5 Use research and information resources to obtain career
     
information
C:B1.6 Learn to use Internet to access career-planning information      
C:B1.7 Describe traditional and nontraditional career choices and
     
how they relate to career choice
C:B1.8 Understand how changing economic and societal needs
     
influence employment trends and future training
C:B1.9 Be able to identify similarities and differences between
     
career options
 Colleg
Standards/Competencies/Indicators HS Elem.
e

STANDARD B: Students will employ strategies to achieve future

     
career goals with success and satisfaction.

C:B2 Identify Career Goals      

C:B2.1 Demonstrate awareness of the education and training

     
needed to achieve career goals

C:B2.2 Assess and modify their educational plan to support career      

C:B2.3 Use employability and job readiness skills in internship,

     
mentoring, shadowing and/or other work experience

C:B2.4 Select course work that is related to career interests      

 Colleg
Standards/Competencies/Indicators HS Elem.
e

STANDARD C: Students will understand the relationship

between personal qualities, education, training and the world of      
work.

C:C1 Aquire Knowledge to Achieve Career Goals      

C:C1.1 Understand the relationship between educational

     
achievement and career success
C:C1.2 Explain how work can help to achieve personal success and
     
satisfaction
C:C1.3 Idendify personal preferences and interests influencing
     
career choices and success

C:C1.4 Understand that the changing workplace requires lifelong

     
learning and acquiring new skills

C:C1.8 Demonstrate awareness and understanding of their

     
problems and concerns
 Colleg
Standards/Competencies/Indicators HS Elem.
e

STANDARD C: Students will understand the relationship

between personal qualities, education, training and the world of      
work.

C:C2 Apply Skills to achieve Career Goals      

C:C2.1 Demonstrate how interests, abilities and achievement relate

     
to achieving personal, social, educational and career goals

C:C2.2 Learn how to use conflict management skills with peers and
     
adults

C:C2.3 Learn to work cooperatively with others as a team member      

C:C2.4 Apply academic and employment readiness skills in work-

based learning situations such as internships, shadowing and/or      
mentoring experiences
NATIONAL STANDARDS FOR SCHOOL COUNSELING PROGRAMS IN THE PHILIPPINES

PERSONAL-SOCIAL DEVELOPMENT

STANDARD A: Students will acquire the knowledge, attitudes and

interpersonal skills to help them understand and respect self and
others.

STANDARD B: Students will make decisions, set goals and take

necessary action to achieve goals.

STANDARD C: Students will understand safety and survival skills.

STANDARD D: Students will understand their role in society.

 Standards/Competencies/Indicators College HS Elem.
STANDARD A: Students will acquire the knowledge, attitudes and interpersonal      
skills to help them understand and respect self and others.
PS:A1 Acquire Self-knowledge      
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person      
PS:A1.2 Identify values, attitudes and beliefs      
PS:A1.3 Learn the goal-setting process      
PS:A1.4 Understand change is a part of growth      
PS:A1.5 Identify and express feelings      
PS:A1.6 Distinguish between appropriate and inappropriate behavior      
PS:A1.7 Recognize personal boundaries, rights and privacy needs      
PS:A1.8 Understand the need for self-control and how to practice it      
PS:A1.9 Demonstrate cooperative behavior in groups      
PS:A1.10 Identify personal strengths and assets      
PS:A1.11 Identify and discuss changing personal and social roles      
PS:A1.12 Identify and recognize changing family roles      
PS:A1.13 Acquire a better self-concept      
PS:A1.14 Demonstrate self-confidence      
PS:A1.15 Become aware of their needs      
PS:A1.16 Gain more knowledge about their physical, socio-emotional, spiritual,
     
and psychological aspects
PS:A1.17 Identify their motivators      
PS:A1.18 Manifest independence      
PS:A1.19 Know how to handle anger and other emotions properly      
 Standards/Competencies/Indicators College HS Elem.
PS:A2 Acquire Interpersonal Skills      
PS:A2.1 Recognize that everyone has rights and responsibilities      
PS:A2.2 Respect alternative points of view      
PS:A2.3 Recognize, accept, respect and appreciate individual differences      
PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity      
PS:A2.5 Recognize and respect differences in various family configurations      
PS:A2.6 Use effective communications skills      
PS:A2.7 Know that communication involves speaking, listening and nonverbal
behavior      
PS:A2.8 Learn how to make and keep friends      
PS:A2.9 Have better relationship with others      
PS:A2.10 Experience group support and teamwork      
PS:A2.11 Understand and show respect for the differently able      
PS:A2.12 Address their special needs and develop feelings of self-acceptance and
worth      
PS:A2.13 Develop leadership skills      
PS:A2.15 Strengthen their personal relationships with parents and other family
members      
PS:A2.16 Be aware of the importance of the involvement of their parents in their
lives      
 Standards/Competencies/Indicators College HS Elem.
STANDARD B: Students will make decisions, set goals and take necessary action to
achieve goals.      
PS:B1 Self-knowledge Application      
PS:B1.1 Use a decision-making and problem-solving model      
PS:B1.2 Understand consequences of decisions and choices      
PS:B1.3 Identify alternative solutions to a problem      
PS:B1.4 Develop effective coping skills for dealing with problems      
PS:B1.5 Demonstrate when, where and how to seek help for solving problems and
making decisions      
PS:B1.6 Know how to apply conflict resolution skills      
PS:B1.7 Demonstrate a respect and appreciation for individual and cultural
differences      
PS:B1.8 Know when peer pressure is influencing a decision      
PS:B1.9 Identify long- and short-term goals      
PS:B1.10 Identify alternative ways of achieving goals      
PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills      
PS:B1.12 Develop an action plan to set and achieve realistic goals      
PS:B1.13 Understand clearly their problems      
PS:B1.14 Generalize problem-solving skills to future problems      
PS:B1.16 Express their personal concerns and problems to helping professionals      
PS:B1.17 Minimize/correct inappropriate/undesirable behavior      
PS:B1.18 Gain insight about their problems      
PS:B1.19 Make their student life worthwhile/meaningful      
 Standards/Competencies/Indicators College HS Elem.
STANDARD C: Students will understand safety and survival skills.      
PS:C1 Acquire Personal Safety Skills      
PS:C1.1 Demonstrate knowledge of personal information(i.e., telephone number,
home address, emergency contact)      
PS:C1.3 Learn about the differences between appropriate and inappropriate
physical contact      
PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy      
PS:C1.5 Differentiate between situations requiring peer support and situations
requiring adult professional help      
PS:C1.6 Identify resource people in the school and community, and know how to
seek their help      
PS:C1.7 Apply problem-solving and decision-making skills to make safe and healthy
choices      
PS:C1.8 Learn about the emotional and physical dangers of substance use and
abuse      
PS:C1.9 Learn how to cope with peer pressure      
PS:C1.10 Learn techniques for managing stress and conflict      
PS:C1.11 Learn coping skills for managing life events      
PS:C1.12 Adopt healthy lifestyle, coping mechanism, habits and attitudes      
PS:C1.13 Maintain proper hygiene      
PS:C1.14 Demonstrate crisis management skills      
PS:C1.15 Learn when and where to seek assistance during crisis situations      
PS:C1.17 Adjust to and become aware of their new environment      
PS:C1.18 Demonstrate proper attitude toward sex and appropriate sexual behavior      
 Standards/Competencies/Indicators College HS Elem.
STANDARD D: Students will understand their role in society.      
PS:D1 Citizenship Responsibilities      
PS:D1.1 Recognize and respect social norms      
PS:D1.3 Readily accept appropriate disciplinary action      
PS:D1.4 Become more responsible students/citizens      
PS:D1.5 Address the causes of their misbehavior and realize the consequences of their
actions      
PS:D1.6 Initiate and participate in behavior modification process      
PS:D1.7 Realize their worth as public/productive citizens      
PS:D1.8 Be aware that they are an important part of society and the community they
are in      
PS:D1.9 Have a concept of fairness/justice/honesty      
PS:D1.10 Become productive persons in society      
PS:D1.11 Be sensitive to others' needs and b able to help them especially in times of
need      
PS:D1.12 Involve themselves in community activities      

PS:D1.13 Participate in outreach activities and projects that try to address social issues      
PS:D1.14 Be ethically and morally guided in their conduct      
PS:D1.15 Manifest acceptable social behavior      
MEASURE – ing Student
Success
Critical Data Elements
Measure of success for school
counselors mean:
 Contributing to critical data element
 Sharing responsibility for student
achievement
 Connecting to school improvement
 MEASURE
MEASURE is a 6-step plan that
shows how school counselors in
collaboration with other
stakeholders identify, strategize,
and impact the critical data
elements that are the important
barometers of students’ success.
 MEASURE stands for:
Mission
Elements
Analyze
Stakeholders – Unite
Results, and
Educate
Step 1 Mission: Connect to
the Mission of School
• When school counselors focus their
efforts on the mission of school
improvements, they widen educational
opportunities for every student and can
positively impact student achievement.
 Example: DepED Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
 Students learn in a child-friendly, gender-sensitive, safe and
motivating environment.
 Teachers facilitate learning and constantly nurture every learner.
 Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen
 Family, community, and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
 Step 2 Element
•Guide Questions:
1. What critical data element are you trying to impact?
(Examples include grades; test scores; attendance;
promotion rates; graduation rates; SpEd; discipline
referral data)
2. What is the baseline for the data elements? Where
do you hope to move it (goal)?
• Element: Example, Students At-Risk
Behavior Surveillance
• Baseline: Example, Report on Cases Handled
•Goal: Analyze the cases handled on its issues and
concerns and make recommendations based on the
findings
 Step 3 Analyze

 Identify the sources of data you want to

analyze
 Identify the problem areas
 Look at your baseline to set your goals
 Your school data:
 Performance Indicator
 SF Form 2 Daily Attendance Report of Learners
 SF Form 4 Monthly Learners Movement and
Attendance
 Analytical Report on Cases Handled
 Analytical Report on Dropout Reduction Program
(DORP)
• Analyze the data element. You can use percentages, averages, raw
scores, quartiles , or stanines. You can aggregate or disaggregate the
data to better understood in a multitude of ways to look at student
which students are meeting success. You can disaggregate by gender,
ethnicity, socio-economic status or in multitude of ways to look at
student groupings. Example: Analytical Report on Cases Handled

• The Baseline Data Revealed: Example, Generally, across all

grade/year level of reported cases handled by the Guidance Teachers
as prefect of discipline, Table 2 shows that the commonality are
absenteeism, cutting of classes and tardiness. Figure 2 shows that it
is common among Grade 7 and Third Year students.
 Step 4 Stakeholders –
Unite : to take Action
• How we work together to move this data and
improve student achievement?

• Stakeholders – Unite to develop strategies to

impact the data element.
•Beginning Date:
•Ending Date:
•Stakeholders:
o School Counselors
o School Principal
o Teachers
o Students
o Student Organization (SSC, clubs, etc.)
o Parents/PTA
o SBM Team
 Step 5 Result

• Then, re-analyze and revise your plan at the end of the

school year.
•  
• Results: Restate your baseline data. State where your
data are now. Did you meet your goal?
• 
•Baseline Data: _________________ Results (Data Now):
____________________
•Meet goal? Yes: ___No: ___
•Questions to consider as you examine results and revise your MEASURE
• Which strategies had a positive impact on the data?
• Which strategies should be replaced, changed, added?
• Based on what you have learned, how will you revise Step 4
• ʺStakeholders – Unite?ʺ
• How did your MEASURE contribute to systemic change/s in your
school and/or in your community?
Step 6 Educate others as to
the results
• Our Report Card will show how we all contributed to
empowering this important data.
•  
• Educate others as to your efforts that shows how the
work of the school counselors is connected to the
mission of the school and to student success.
 Below is an example of
Report Card
•School Principal's Comment: _____________________ Results: ______________________
•School Counselor's Comment: ____________________________________________________
•Critical Data Element/s: _________________________________________________________
•Systemic Changes: _____________________________________________________________
•Stakeholders Involved:
o School Counselors
o School Principal
o Teachers
o Students
• 
•Faces behind the Data:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________________________________________________________________________________________________
• 
 MEASURE

Prepares us to be:
Leaders, Collaborators and Team Players,
o Information practitioners
o to improve Student Achievement

MEASURE Helps Us Builds a Culture of Inquiry

• How we close the gap between research and practice
• To improve long term outcomes for our most vulnerable students.
Counselors: Empowered by the Results

• "We developed what we thought we needed

• Which was just pie in the sky, really,
• We didn't know what the kids needed…
• So, we are better off now that we have some data
• To go and say 'OK', here…
• Now we know that this is important."
• "Getting familiar with the data again – just the whole
idea
• of what we can do.
• We see more need for parents now.
• It was a major ingredient
• that we had missed."
COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM
SCHOOL YEAR 2014 -2015
SERVICE/ COMPETEN GRADE/ TIMELI PERSONS SCHOOL MEA- DELIVERY
ACTIVITY CY YEAR NE INVOLVED IMPROVE- SURABLE PROCESS
LEVEL/ Manage Management MENT OUT-COMES
STUDENTS ment DATA Accountability I P R C S
INVOLVED Accountability
(Delivery,
Management)
Monitor A:A3 Identified Year Guidance Analytica Analytical I = Facilita-
Students Achieve Students Roun Counselo l Report Report on tion of
At-Risk of School At-Risk of d r on DORP DORP Behavioral
Dropping Success. Dropping Guidance SY 2013- Performanc Plan  
Out A:A3.1 Out Teachers 2014 e Indicator R =  Small
(SARDO). Take (SARDO) Curriculu Quarterly SF 2 Daily Group
responsibi m Report Attendance Counseling
lity for Chairpers on Report of with
their ons SARDO Learners SARDOs
actions Class with SF 4 per gr. level
A:A3.7 Advisers FICS Monthly S = Referral
Observe Analysis Learner's for inte-
and Movement gration to
respect & Feeding
school Attendance Program & 4
rules/regu Ps
lations/
policies.
Thank You & God Bless!
Reference:
 
Salazar-Clemeña, Rosemarie. (2010). Developing National
Standards for School Counseling Programs in the Philippines.
Manila: School Counselors Circle, Inc. and Asian Psychological
Services and Assessment Corporation.