School Counseling:

Supporting Student
Achievement
Annie Talley, Bethany Drees, and Megan Lutz

The Foundation
Our Mission is to provide a
comprehensive counseling program to
enable all of our students to achieve
success in the domains of personal/social,
academic achievement, and college/career
readiness. To facilitate student achievement
we believe it is critical to create a safe and
secure environment in which all students
have an equal access to opportunities.

The Foundation
Our

Vision. is for our students to have a

lifelong eagerness to learn, responsibility to

be a productive member of society, and
confidence in their ability to do so.
Our

Belief. is that all students have the

desire and capability to learn and achieve

along with our help and guidance.

School Counseling
Program Components
Guidance

Classroom activities
School wide activities

Individual

Curriculum

Student Planning

Appraisal
Advisement
Transition planning
Follow-up

Program Components

Responsive Services
Individual counseling
Small-group counseling
Consultation
Referral

Supportive Services
Research and development
Community outreach
Program management
Professional development
Committee/advisory boards

Standards &
Expectations
ASCA

Standards

Personal/Social
College/Career Ready
Academic

Program

Standards

Collaborate

with teachers to align

with objectives & core standards.

Serving ALL students

Translating Needs into

Action
Tier

Preventive, Proactive
Ex. Olweus Bullying Program

Tier

II- Strategic Interventions for SOME

Responsive services, for at-risk students

Ex. Military support group

Tier

I- Core Curriculum for ALL students

III- Intensive Interventions for FEW

Specialized intense service for high-risk student

population
Ex. Special Education services

Serving Student Needs

Student Needs Assessments
Qualitative data- collected via
student/parent surveys, questionnaires,
discussions, meetings, open dialogue.
Quantitative data- collected via school
report card, test outcomes, and
demographic information.
Data collection is an ongoing process.

Accountability is Key
Counselor

evaluation

Administrative Evaluations
Self-Evaluations

Program

evaluation (Results
evaluation)

Intervention

evaluation

Evidence of Excellence
Students

in high-implementing
comprehensive counseling and guidance
schools achieve higher levels of academic
achievement and make better decisions
about education and career planning than
do students in matched lowerimplementing schools. The importance of
this finding cannot be overstressed.
(Nelson, Fox, Haslam, and Gardner, 2007)

Ensuring
Enhancement
Collaboration

with teachers,
organizations, and greater
community.

Professional
Continued

development

support

References
Gysbers, N.C., & Henderson, P. (2006). Developing and managing your
school guidance and counseling program (4th ed.). Alexandria, VA:
American Counseling Association.
KSDE. (n.d.). Kansas multi-tiered system of support. Topeka, KS: Author.
Retrieved from http://www.docstoc.com/docs/100392279/Slide-1--Kansas-Multi-Tier-System-of-Supports-_MTSS_
Kansas State Department of Education, (2009). Kansas Comprehensive
School Counseling Program. Topeka, KS.

Nelson, D.E., Fox, D.G., Haslam, M., & Gardner, J. (2007). An

evaluation of Utahs comprehensive counseling and guidance
program: The fourth major study of Utahs statewide program.
Salt Lake City, UT: Institute for Behavioral Research in Creativity.