Running head: COMPREHENSIVE DEVELOPMENTAL GUIDANCE

Campus Plan: Comprehensive Developmental Guidance Program

Ms. Crystal L. Robinson

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

Campus Plan: Comprehensive Developmental Guidance Program

A comprehensive school counseling program is an integral component of the schools
academic mission. Comprehensive school counseling programs, driven by student data and based
on standards in academic, career and personal/social development, promote and enhance the
learning process for all students. Effective school counseling programs are a collaborative effort
between the professional school counselor, families and other educators to create an environment
promoting student achievement. Education professionals, including professional school
counselors, value and respond to the diversity and individual differences in our societies and
communities. Comprehensive school counseling programs ensure equitable access to
opportunities and rigorous curriculum for all students to participate fully in the educational
process (ASCA, 2012).
Part I Advisory Council
ASCA School Counselor Performance Standard 7 states the professional school counselor
is responsible for establishing and convening an advisory council for the school counseling
program. Standard 7.1 states the professional school counselor meets with the advisory
committee. Standard 7.2 states the professional school counselor reviews the school counseling
program audit with the council. Standard 7.3 states the professional school counselor records
meeting information (Wisconsin Department of Public Instruction, 2014). The role of an
advisory council is to review guidance program results and to make recommendations. This
group is made up of students, school personnel, parents, and community members. An advisory
council is a representative group made up of students, parents, teachers, school counselors,
administrators and community members to review and make recommendations about school
counseling program activities and results (ASCA, 2005). Advisory council membership reflects

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

the communitys diversity. It should include representative stakeholders of the school counseling
program: students, parents or guardians, teachers, counselors, administrators, school board
members, business and community members. The council should meet twice a year at a
minimum. Advisory council functions can vary. The area of specialization, number of years an
educational program has been in existence, program size, community needs and other important
items all affect the advisory councils functions. School counselors use data to analyze overall
program effectiveness and to make decisions regarding changes in program content and delivery.
The advisory council members, using their background and expertise, provide support, input and
recommendations for program development and improvement throughout the process. The
advisory council, therefore, can be an effective tool to help build an excellent school counseling
program. Like any tool, it must be adequately maintained and used properly (Maine School
Counselors & Maine State Department of Education, n.d.).
A well-defined mission statement identifies the same targets for everyone and links
with the subsequent mission statements. The mission statement of the school district, which links
to the mission of the state department of education. Mission statements generally include all
students, primary competencies, hierarchy of linkages, and long-range results and desires for all
students (Dollarhide & Saginak, 2012). In addition, a counseling program mission statement
defines how the school mission and counseling program mission will be measured. Professional
school counselors create a personal counselor mission statement supporting the schools mission
and collaborate with other individuals and organizations to promote all students academic,
career and personal/social development (Dennis Chavez Elementary School, 2014).

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

School Mission Statement: This school seeks to create a challenging learning environment that
encourages high expectations for success through development-appropriate instruction that
allows for individual differences and learning styles. Our school promotes a safe, orderly, caring,
and supportive environment. Each student's self-esteem is fostered by positive relationships with
students and staff. We strive to have our parents, teachers, and community members actively
involved on our students' learning (The Tree House Academy, 2012).

Counseling Program Mission Statement: Professional school counselors facilitate instruction by

removing impediments to student learning by such methods as classroom guidance, career
planning, individual and group counseling, and appropriate academic course selection. In
addition, professional school counselors share the common goals and objectives of the district
(Aldine ISD Guidance and Counseling Department, 2014). Our mission is to provide a
comprehensive school counseling program that promotes the academic, career and
personal/social development of all students and assists students in acquiring competencies for
life-long learning and success (Maine School Counselors & Maine State Department of
Education, n.d.).

Personal Counselor Mission Statement: My mission of the school counseling program is to

provide a comprehensive counseling program addressing the academic, career, and personal/
social development of all students that is aligned with the American School Counseling
Association National Standards (ASCA, 2005). I will provide support to maximize student
potential and achievement. In partnership with other educators, parent or guardians, the
community, and aligned with the vision, purpose, and mission of the state and school district, we

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

will facilitate the support system to ensure all students have access to and are prepared with
lifelong learning skills to become productive and responsible citizens (Fairfield Area School
District Counseling Program, 2014).

Part II Collect and Analyze Data

ASCA School Counselor Performance Standard 8 states the professional school counselor
analyzes data to guide program direction and emphasis. Standard 8.1 states the professional
school counselor uses school data to make decisions regarding student choice of classes and
special programs. Standard 8.2 states the professional school counselor uses data from the
counseling program to make decisions regarding program revisions. Standard 8.3 states the
professional school counselor analyzes data to ensure every student has equity and access to a
rigorous academic curriculum. Standard 8.4 states the professional school counselor understands
and uses data to establish goals and activities to close the gap (Wisconsin Department of Public
Instruction, 2014). School counselors must show that each activity implemented is based on a
careful analysis of students needs, achievement and related data. Data is necessary to determine
where the school-counseling program is now, where it should be and where it is going. As pieces
of data are analyzed gaps will be identified to adjust to the current population of students (Maine
School Counselors & Maine State Department of Education, n.d.). It is important that school
counselors use data from assessments to show program effectiveness. To evaluate the impact of
the counseling program process, perception and results data from assessments should be
collected to show immediate and long term effectiveness (Maine School Counselors & Maine
State Department of Education, n.d.).

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

School counselors use data from needs assessment to inform their selection of
interventions, such as small groups, presentation/workshops, classroom guidance lessons,
schoolwide initiatives and programs, and professional development initiatives. The most
common means of initiating a needs assessment is through observation and conversation with
teachers, parents, administration, and students. The information from these observations and
conversations can be used to generate the questions used in an actual systematic needs
assessment. Needs assessments are conducted through a survey format that can simply be
distributed across partners and stakeholders, and scored with ease. Today, it is common for
school counselors to send needs assessments out via the Internet using such programs as Survey
Monkey, Zoomerang, Survey Gizmo, or SoGoSurvey (Dollarhide & Saginak, 2012). Survey
Monkey allows the user to create and publish online surveys in minutes, and view results
graphically and in real time (Survey Monkey, 2014). Zoomerang is online survey software for
fast, easy feedback. Users can create free online surveys, polls, and quizzes in minutes
(Zoomerang, 2014). Survey Gizmo is an advanced but easy to use online survey software tool
that comes with amazing customer service. It is designed to make the most advanced survey
projects fun, easy, and affordable (Survey Gizmo, 2014). SoGoSurvey is a survey tool with the
latest and most number of features. Users can create free online surveys, forms, polls, and
quizzes in minutes (Sogosurvey, 2014). The campus will require a large scale needs assessments.
Large scale needs assessments can generate a wealth of data; however, school counselors must
disaggregate the data by group in order to identify the specific needs of these groups (Dollarhide
& Saginak, 2012). All demographic variables will not be noted on a survey instrument. This will
cause for a particular group to be overlooked. School counselors must develop informal ways to
assess the needs of hidden demographic groups like lesbian, gay, bisexual, transgendered

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

questioning students. Informal ways consists of focus groups and individually interviewing
students (Dollarhide & Saginak, 2012).
The guidance curriculum is a developmental structured lesson approach for all K-12
students to develop knowledge and skills appropriate to their age and grade level (Maine School
Counselors & Maine State Department of Education, n.d.). The guidance curriculum identifies
the responsibility of the counselors to provide a written instructional program that is
comprehensive is scope, preventative and proactive, developmental in design, coordinated by
school counselors, and delivered, as appropriate, by school counselors and other educators
(American School Counselor Association, 2012). This curriculum consists of learning
opportunities designed for the development of knowledge, skills, and attitudes, which are derived
for the National Standards and district standards. Since counselors are responsible for the
planning, designing, implementing, and evaluation of this curriculum, their responsibilities make
them accountable for documenting the learning that results. According to the National Model, the
guidance curriculum may be delivered in any of the four venues: classroom instruction, smallgroup discussions, presentations to parents and guardians, large-group assemblies, and
collaborative planning and coordinating of instruction with other school personnel (Dollarhide &
Saginak, 2012).
Students immediate needs are met through responsive services such as counseling,
consultation, referral, peer mediation, information gathering and coordination (Maine School
Counselors & Maine State Department of Education, n.d.). Students will need counselors to
respond to immediate needs that arise. These needs include academic issues such as academic
failure or retention; career issues such as career counseling for post secondary life; and
personal/social issues such as crisis counseling and suicide prevention, support during painful or

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

difficult personal transitions, or unhealthy choices. These responsive services are provided
through such strategies as individual and small group counseling, consultation, peer facilitation,
and referrals to community resources (American School Counselor Association, 2012). The
following are common responsive services tools:

Its Your Game: Risk Reduction: An Evidence-Based Comprehensive Program Its

Your GameKeep it Real (IYG) is a classroom- and computer-based program for
middle school youth. The curriculum is grounded in theory and was developed to
prevent teen pregnancy and sexually transmitted diseases (STDs), including HIV.
IYG emphasizes abstinence but also teaches students how to protect themselves
from pregnancy and STDs using medically accurate information (The UT
Prevention Research Center, 2014).

Choices Planner: Choices Planner helps students build personal college and career
plans as they compare, connect and choose from a vast network of career and
education options (XAP Corporation, 2013).

Junior Achievement: Volunteer-delivered, kindergarten-12th grade programs foster

work-readiness, entrepreneurship and financial literacy skills, and use experiential
learning to inspire students to dream big and reach their potential. With the help
of more than 213,000 volunteers, JA students develop the skills they need to
experience the realities and opportunities of work and entrepreneurship in the 21stcentury global marketplace. (Junior Achievement USA, 2014).

DePelchin Childrens Center: DePelchin Childrens Center is the leading center in

Texas for childrens well-being, with a focus on a mental health, foster care and

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

adoption services. For more than 120 years, DePelchin has been turning lives
around with comprehensive care for children, including psychiatric services,
counseling, programs for at-risk youths, parent education, residential treatment,
foster care and adoption. DePelchin is a not-for-profit organization and gratefully
receives its support from individuals, foundations and corporations; government
grants and fees; and United Way agencies (DePelchin Childrens Center, 2014).

ARK Adults Relating to Kids: The ARK Programs provide tools for parents and
teachers that will help kids to become more respectful, responsible; and to feel
valued and loved. ARK has a variety of programs for parents, schools, church
groups, teens, kids, juvenile justice and more (ARK Adults Relating to Kids,
2013)!

Individual planning is designed to help students establish personal goals and develop
future plans through ongoing systemic planning (Maine School Counselors & Maine State
Department of Education, n.d.). School counselors work to ensure that all students have future
plans and make progress toward attainment of personal, educational, and postsecondary and
occupational goals. Through individual student planning, counselors help students to define their
academic, career, and personal goals; make plans on the basis of those goals; and transition to the
next phase of their development in the attainment of those goals. Activities through which
counselors provide these services include individual or small group appraisal and individual or
small group advisement. Topics addressed in these settings could include financial aid,
graduation requirements, course selection information, and test score interpretation and analysis
addressing abilities, interests, skills, and achievement (Dollarhide & Saginak, 2012).

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

10

The purpose of program support is to establish, maintain and enhance the school
counseling program. These activities include: consultation, collaboration and teaming,
professional development and program management (Maine School Counselors & Maine State
Department of Education, n.d.). Through professional development school counselors provide in
service training to colleagues and keep their own professional development current through
membership in professional associations and contributions to the literature about school
counseling. Through consultation, collaboration, and teaming, school counselors consult with
parents and school colleagues, provide community relations support and outreach, school
counselors maintain the management system for the program, analyze data needed for planning,
and engage in fair share (ASCA, 2005) activities commensurate with other professional in the
school (Dollarhide & Saginak, 2012).
Part III Action Plan
ASCA School Counselor Performance Standard 6 states the professional school counselor
discusses the counseling department management system and the program action plans with the
school administrator. Standard 6.1 states the professional school counselor discusses the qualities
of the school counselor management system with the other members of the counseling staff and
has agreement. Standard 6.2 states the professional school counselor discusses the program
results anticipated when implementing the action plans for the school year (Wisconsin
Department of Public Instruction, 2014). The school counseling core curriculum action plan
provides details as to how the school counselors will efficiently and effectively deliver the school
counseling program and includes activities that will help the school counseling program achieve
desired results (Maine School Counselors & Maine State Department of Education, n.d.). An
exemplary action plan will have the following components (ASCA Model, n.d.):

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

11

The school counseling core curriculum action plan is highly comprehensive in

scope and developmentally appropriate.

The content of lessons in the plan address a broad variety of topics appropriate to
student achievement and success based on school data.

All students in the school are clearly affected by lessons in the plan.

Three exemplary classroom lessons directly link to the school counseling program
vision, mission, goals and ASCA Student Standards competencies and indicators.

The lessons are highly likely to enable students to master the appropriate
standards and competencies.

The lesson plans include a highly detailed plan for evaluation of the lessons
including process, perception and outcome data to be monitored and analyzed.

The professional school counselors action plan shares strategies that are in place for
programming to meet the needs of every student. Guidance curriculum action plans include: the
domain, standard and competency addressed, description of guidance lesson activity, curriculum
or materials to be used, time activity takes to complete, the person responsible for program
delivery, and the means of evaluating student success (Maine School Counselors & Maine State
Department of Education, n.d.).
I.

Goal I: To Create and Maintain a Learning Environment that Recognizes and

Supports a Diverse Population.
A.

The Importance of Goal I for Administrators, Teachers and Students (Minneapolis

Public Schools | Positive School Climate Tool Kit, n.d.).

1.

Develop an awareness of ones beliefs and values toward people of races

and cultures different than your own and how those beliefs and values contribute

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

12

toward actions that have a negative impact on communication, relationship

building and desired outcomes.
2.

Develop an acceptance of, followed by a desire to obtain knowledge

about, specific groups, the socio-political history of the U.S. as it relates to

oppression of various ethnic and racial groups, and the politics of education that
take a monocultural position toward education in a pluralistic school community.
3.

Acquire verbal and non-verbal skills to more effectively reach the diverse

students represented in our classrooms.

B.

Program Indicators for Administrators, Teachers and Students (Florida Principal

Leadership Standards and Key Indicators, 2005).

1.

Have skills necessary for interactive and interpersonal situations.

2.

Understands how multicultural awareness, gender sensitivity, and racial

and ethnic appreciation affect an educational organization.

3.

Is able to interact with the various cultural, ethnic, racial, and special

interest groups on campus and in the community.

C.

D.

4.

Interacts effectively with diverse individuals and groups.

5.

Is perceptive and tactful in dealing with diverse populations.

Student Competencies.
1.

Students will value diversity.

2.

Students will engage in self-reflection.

3.

Students will manage the dynamics of difference.

4.

Students will have knowledge of diverse cultures.

Program Evaluation.

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

1.

2.

13

Measurement instruments for assessment.

a.

Observation.

b.

Student, parent, and teacher feedback.

c.

Surveys.

Baseline Follow-Up Information and Evaluation Plan.

a.

Campus will actively observe and monitor student discipline

referrals relating to conflicts diversity.

b.

All teachers will continue to implement diversity questions,

answers, and discussions.

Part IV Individual Planning of Career Plans

ASCA School Counselor Performance Standard 3 states the professional school counselor
implements the individual planning component by guiding individuals and groups of students
and their parents or guardians through the development of educational and career plans.
Standard 3.1 states the professional school counselor, in collaboration with parents or guardians,
helps students establish goals and develop and use planning skills. Standard 3.2 states the
professional school counselor demonstrates accurate and appropriate interpretation of
assessment data and the presentation of relevant, unbiased information (Wisconsin Department
of Public Instruction, 2014). The standards for career development guide the school counseling
program to provide the foundation for the acquisition of skills, attitudes and knowledge
enabling students to make a successful transition from school to the world of work and from job
to job across the life span. Career development includes the employment of strategies to achieve
future career success and job satisfaction as well as fostering understanding of the relationship

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

14

between personal qualities, education and training and the world of work (Maine School
Counselors & Maine State Department of Education, n.d.).
The individual student-planning component provides all students as an opportunity to
work closely with their parents or guardians to plan and monitor their growth and development
and take action on their next steps personally, educationally and occupationally. The journey as a
K-12 professional school counselor involves ensuring every student is career and college ready
with regular and systematic academic planning. Key frameworks such as the ASCA National
Model, ASCA Student Standards, the Transforming School Counseling Initiative (TSCI), and the
NOSCA Eight Components for College and Career Readiness helped lay the foundation for
school counselors to engage in meaningful academic and career/college counseling interventions.
To be successful in this endeavor, professional school counselors must collect and analyze
disaggregated data. Doing so gives school counselors a clearer understanding of achievement
and attainment patterns of all students and is used to build school counseling programs that
dismantle achievement, opportunity, and attainment gaps within their schools (Erford, 2015).
II.

Goal II: To Create and Maintain a Learning Environment that Recognizes, Promotes and
Supports a College and Career Readiness.
A.

The Importance of Goal II for Administrators, Teachers and Students (National

High School Center, 2013).

1.

Core Content.
a. Common Core State Standards.
b. Individual State Standards.

2.

Pathways Content.
a. College and Career Knowledge and Access.

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

15

b. College and Career Goals.

c. Pathway Content Standards.
3.

Lifelong Learning Skills.

a. Social and Emotional Skills.
b. Higher-Order Thinking Skills.
c. Academic Success and Employability Skills.
d. Civic/Consumer/Life Skills.

B.

Program Indicators for Administrators, Teachers and Students

1.

Personalized Learning Supports.

a. Individualized Learning Strategies.
b. Targeted Interventions.

2.

Rigorous Programs of Study.

a. Rigorous and Relevant Curriculum, Instruction, and Assessment.
b. Well-Defined Pathways with Postsecondary Alignment.
c. Postsecondary Experiences and Preparations.

3.

Aligned Resources, Structures, and Supports.

a. Physical and Organizational Structures.
b. Human Capital.
c. Community Partnerships and Resources.
d. Fiscal resources.

C.

Student Competencies.
1.

Students will enroll in career exploration and academic preparation course.

2.

Students will participate in postsecondary experiences and preparations.

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

D.

16

Program Evaluation.
1.

On Track Indicators.
a. Academic/Technical Performance and Engagement.
b. Postsecondary Access and Enrollment.

2.

Attainment and Authentication.

a. Secondary Certification.
b. Postsecondary Success.

3.

Accountability and Improvement Feedback.

a. Accountability Reporting Systems.
b. Data-Informed Improvement Cycles.

Part V Disseminating Your Results from the Year to Stakeholders

Information shared with partners and stakeholders usually consists of how well the
program is functioning and plans for improvement. One idea for disseminating the information
could be a newsletter sent to students, parents, teachers, colleagues in the schools, and colleagues
in the community, other ideas include columns in the school and community newspapers, a
webpage, articles in counselor journals, and reports for the local school board (Schmidt, 2003). It
is necessary to consult with advisory committee, your administrator, and other counselors in the
district to determine how much information to disseminate. Being selective is important in
building rapport and creating respect for your program and your professionalism.
Professional school counselors are advocates. The advocacy role is a critical one for
social justice issues, school climate issues, closing the gap efforts, and situations in which there
is a power differential that is being abused (Dollarhide & Saginak, 2012). Below are tips to assist

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

17

professional school counselors in advocating their comprehensive guidance and counseling

program to stakeholders (Missouri School Counselor Association, n.d.):

Develop a comprehensive guidance and counseling program handbook.

Provide workshops to explain the role of the professional school counselor and the
components of a comprehensive guidance and counseling program.

Communicate data with the total school family.

Publish a monthly counseling newsletter. Let others know the process for referring a
student for services.

Provide workshops to share special topics to meet student needs.

Present monthly data information about the counseling program at monthly faculty and
district meetings.

Prepare a brochure about your schools comprehensive guidance and counseling program
to demonstrate what services are available and relatable data.

Organize and maintain a guidance advisory committee made up of parents, teachers,

counselors, administrators, students, and community members.

Serve as a member or leader on school/district wide committees.

Publish a monthly counseling newsletter for stakeholder with data.

Conclusion
My knowledge of professional school counseling has definitely changed throughout the
course of this class. The role of the professional school counselor is one not to be taken lightly.
Some professional school counselors in training picture themselves counseling a student in a one
on one setting or, perhaps, a small group of students. Although this is certainly part of what a

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

18

professional school counselor does, it is but a single facet (Erford, 2015). The job of the
professional school counselor is complex and involves a complicated interplay of what the
school communitys needs are and the strengths and weakness of the individual counselor
(Erford, 2015). Professional school counselors will always be in constant contact with
challenging emerging issues. In counseling, the first step comes with the recognition that each
individual is responsible for their own choices in life. Counselors are only human. We are
obligated to give 100 percent. However, counselors must understand the concept of letting go.
Change takes time when the client is ready (Dollarhide & Saginak, 2012).
Introducing a comprehensive developmental guidance program can be overwhelming.
Many school counselors and districts struggle with how to implement or expand a
comprehensive school counseling program (Dollarhide & Saginak, 2012). For effective
implementation of the comprehensive developmental guidance program to occur, certain
programmatic conditions must exist and resources must be allocated. Conditions are required. All
students, parents, teachers, and other recipients of the guidance program must have equal access
to the program regardless of gender, race, ethnicity, cultural background, disability,
socioeconomic status, learning ability level, or language. The conditions required for effective
program implementation include being in a positive work environment (one with favorable
interpersonal relations among the school staff); administrative commitment to and support of the
guidance and counseling program; and an adequate budget and guidance materials. The more
resources a program has to support it, the bigger the contribution that can be made to students
education and development. These valuable resources range from staff, program and staff
development, budget, materials, supplies, equipment, and facilities (Texas Education Agency &

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

Texas Counseling Association, 2014). With these resources in place, introducing a
comprehensive developmental guidance program will not be so overwhelming.

19

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

20

References
Aldine ISD Guidance and Counseling Department. (2014). Guidance and counseling
department. Retrieved from http://www.aldine.k12.tx.us/cms/main.cfm?
siteID=10&PageID=52
American School Counselor Association. (2012). ASCA national model: A framework for
school counseling programs. Alexandria, VA: Author.
ARK Adults Relating to Kids. (2013). The ARK group | Adults relating to kids. Retrieved
from http://www.thearkgroup.org/
ASCA Model. (n.d.). School Counseling Core Curriculum Action Plan and Lessons Plans.
Retrieved from http://ascamodel.timberlakepublishing.com/files/rubriccorecurriculum-actionplan.pdf
ASCA. (2005). ASCA national model - A framework for school counseling programs.
Retrieved from http://www.ascanationalmodel.org/Ascanationalmodel/media/ANMtemplates/ANMExecSumm.pdf
ASCA. (2012). The professional school counselor and comprehensive school counseling
programs. Retrieved from
http://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Comprehen
sivePrograms.pdf
Dennis Chavez Elementary School. (2014). Dennis Chavez Elementary School: The role of
the school counselor. Retrieved from http://dennischavez.aps.edu/cms/page_view?
d=x&piid=&vpid=1363341448882
DePelchin Children?s Center. (2014). Mental Health, Foster Care & Adoption Services |
DePelchin Children's Center. Retrieved from http://www.depelchin.org/
Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs: K-

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

12 delivery systems in action. Upper Saddle River, NJ: Prentice Hall.

Erford, B. T. (2015). Transforming the school counseling profession. Upper Saddle River,
NJ: Pearson.
Fairfield Area School District Counseling Program. (2014). Counseling / Overview.
Retrieved from http://www.fairfieldpaschools.org/domain/12
Florida Principal Leadership Standards and Key Indicators. (2005). Florida principal
leadership standards and key indicators - Diversity. Retrieved from
https://www.collierschools.com/staffdev/leadership/docs/Florida%20Principal
%20Leadership%20Standards%20and%20Indicators.pdf
Junior Achievement USA. (2014). Welcome to junior achievement USA - JA. Retrieved
from https://www.juniorachievement.org/web/ja-usa/home
Maine School Counselors., & Maine State Department of Education. (n.d.). Maine
comprehensive school counseling program model k-12. Retrieved from
http://www.maine.gov/doe/counseling/guidelines/programmodel.pdf
Minneapolis Public Schools | Positive School Climate Tool Kit. (n.d.). Section F: Cultural
competence and equity. Retrieved from http://sss.mpls.k12.mn.us/sites/6c9fd33696c5-451c-a8a6-b6f00373668d/uploads/Section_F_Cult_Comp.pdf
Missouri School Counselor Association. (n.d.). MSCA pointers for school counselors.
Advocating the role of the professional school counselor in a comprehensive
guidance and counseling program. Retrieved from
http://moschoolcounselor.org/files/2014/07/Pointers__Advocating_the_Role_of_the_School_Counselor_9-11.pdf
National High School Center. (2013). College and career readiness overview. Retrieved from

21

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

22

http://www.betterhighschools.org/CCR/overview.asp
Schmidt, J. J. (2003). Counseling in schools: Essential services and comprehensive programs
(4th ed.). Boston: Allyn and Bacon.
Sogosurvey. (2014). Sogosurvey. Retrieved from www.sogosurvey.com/
Survey Gizmo. (2014). SurveyGizmo | Professional online survey software & form builder.
Retrieved from http://www.surveygizmo.com/
SurveyMonkey. (2014). SurveyMonkey: Free online survey software & questionnaire tool.
Retrieved from https://www.surveymonkey.com/
Texas Education Agency., & Texas Counseling Association. (2014). SECTION I The basis
for the Texas comprehensive, developmental guidance and counseling program.
Retrieved from
http://file:///C:/Users/David/Downloads/guidance_text_section_1%20(3).pdf
The Tree House Academy. (2012). Tree house academy. Retrieved from
http://treehouseacademy.org/
The UT Prevention Research Center. (2014). - It's Your Game?Keep It Real. Retrieved from
https://sph.uth.edu/iyg/
Wisconsin Department of Public Instruction. (2014). ASCA school counselor performance
tandards | Student services / Prevention and wellness. Retrieved from
http://sspw.dpi.wi.gov/sspw_scperfstandards#s7
XAP Corporation. (2013). Choices Planner. Retrieved from http://www.xap.com/ProductsServices/Choices-Planner/Choices-Planner.asp
Zoomerang. (2014). Online survey software - Create online surveys | Zoomerang. Retrieved
from http://www.zoomerang.com/

COMPREHENSIVE DEVELOPMENTAL GUIDANCE

23