Comprehensive School Counseling Program Design

Final Project

Comprehensive School Counseling Program Design

Learning Outcomes:

1. Analyze and illustrate how to design, implement, manage, and evaluate a comprehensive

school counseling program, multicultural in nature, including program and mission

statements and objectives on all related assignments/assessments at an 85% passing rate.

3. Align ethical/legal considerations, legislation, district and government policy,

professional organizations, preparation standards, and credentials relevant to the practice

of school counseling on all related assignments/assessments at an 85% passing rate.

9. Use methods (i.e. technology and research/evidence-based) of accountability and data to

inform decision making, advocate for programs and students, and identifies characteristics,

risk factors, warning signs of students at risk for mental health and behavioral disorders on

all related assignments/assessments at an 85% passing rate.

Assignment Instructions:

This purpose of this comprehensive school counseling program design is more of a

personal plan that combines previous weeks work in the course under the proper headers.

There are some additional considerations in designing this program that will be addressed

below. All research articles attained (approximately 28 articles if newly attained in each

week’s assignment and discussion board) should be used as your reference page and cited

throughout your final project. This is a written and action-based research. The Texas

Model for Comprehensive School Counseling Programs will be instrumental in completing

this final project.

Step One: Identify school counselor roles and responsibilities in alignment with the

counseling standards and competencies (CACREP, Texas Administrative Code, ASCA Codes

of Ethics, ASCA School Counselor Competencies)[found in resources section of Blackboard].

Step Two: Write the district and campus mission statement and develop a mission

statement that has infused elements of the district, campus mission, and developmental

comprehensive program mission (module 3 assignment).

Step Three: Create your ideal program’s definition by describing who will help deliver the

program and their roles and responsibilities (module 1 assignment/module 2 DB), the

 

 

 

competencies student will demonstrate (module 3 assignment; use Section V of the Texas

Model Guide), the clients the program will service, and organization- the structure and

framework.

Step Four: Provide a program rationale that includes information obtained in module 3 & 4

assignments/DB on design priorities, survey results, or based on data obtained.

Step Five: What assumptions are necessary in delivering a comprehensive program. This

section will address your perceived conditions, resources needed, type of staff

development, budget, material, and facilities consideration.

Step Six: Develop a minimum of three program smart goals. Make certain they meet the

stated criteria.

Step Seven: Use the program goals to implement the service delivery components (module

2 DB)?

Step Eight: Articulate your plan to use state and local data elements via survey, needs

assessment, state reports, or campus data (perception, process, or results).

Step Nine: Discuss the audit you plan to use on an annual basis to evaluate your program .

Step Ten: This course was research intensive and required technology. Please discuss how

you will use technology and maintain an evidence-based research practice or approach

throughout your career as a school counselor.

Reflection: Please describe your experience learning about constructing comprehensive

school counseling programs? How are you changed (mindset, attitude, and/or professional

behavior) as a result of taking this course? Please provide any other information that

communicates your growth during this five-week course.

Assignment Research Criteria

Include all journal articles used in the course (cited in both the text and listed on the

reference page) found in the Lamar University Library, Montana Journal of School

Counseling (jsc.montana.edu), or Professional School Counseling Journal (Available with

ASCA Membership). Other peer-reviewed journals available on the internet are allowed.

However, non-peer reviewed sources, such as WIKIPEDIA is unacceptable. Your textbooks

from this course and other courses are acceptable, but are additions to the five journal

article requirement and should not appear to be the majority of your in-text citations.

APA Criteria

 

 

 

All criteria from the APA manual should be followed. Do not copy nor paste from internet

examples- you must type out each reference and citation in its correct format. Please

review both videos, take notes, and download the APA Information document found under

the course policies, procedures, and requirements link in Blackboard. This is the standard

set for papers submitted in this and future courses.

Safe-Assign Score Policy

Reducing your safe assign score is easy by using original written-text, not borrowed from a

peer nor circulated from a previous course you took; use peer-reviewed journal articles

from different publishers/journals; and stay away from including verbiage from internet

websites. Scores above 30% will be flagged, and graded as a “zero” by the Instructional

Associate. You will then be referred to the Professor of Record for further intervention.

Due by day seven of module five at 11:59 p.m.

Assignment: 200 points

 

TK20 Instructions: Please upload the agreement, the professional

organization membership, and the final project.

 

 

 

 

Module 5 Assignment Rubric

Category Points

40-36 35-32 31-28 27-0

Addressed all 10

questions

All questions were

thorough and

exhaustive- well

written responses.

All questions were

addressed with

written responses

All questions

were somewhat

addressed with

minimal written

material

All questions were

minimally

addressed or not

addressed at all.

40-36 35-32 31-28 27-0

Personal Reflection

was included

 

Personal reflection

was thorough and

exhaustive- well

written responses.

Personal reflection

was written well,

going above

expectation.

Personal

reflection lacked

depth- much was

written on the

surface.

Personal reflection

was lacking.

40-36 35-32 31-28 27-0

Infused/integrated

former course

assignments like

survey results,

design priorities,

roles and

responsibilities

 

Fully addressed this

component

Majorly/primarily

addressed this

component

Somewhat

addressed this

component

Did not address

this component

40-36 35-32 31-28 27-0

Assignment research

requirement fulfilled

(include all peer

reviewed articles

All peer-reviewed

journal articles (28

possible) were cited

in both the text and

listed on the

reference page

Many peer-reviewed

journal articles were

cited in both the text

and listed on the

reference page

Some peer-

reviewed journal

articles were cited

in both the text

and listed on the

reference page s

are included.

Few to none peer-

reviewed journal

articles were cited

in both the text and

listed on the

reference page

40-36 35-32 31-28 27-0

APA criteria were

followed according

to course policy

Assignment was

fully in alignment

with the APA

criteria.

Assignment was

mostly in alignment

with APA criteria.

Assignment was

barely in

alignment with

APA criteria

Assignment was

minimally or not at

all in alignment

with APA criteria.