Monica Duncan

Exemplar #5: ASCA National Model Book

CSP 775: The ASCA National Model I &
CSP 776: The ASCA National Model II: Program Evaluation
Standards Addressed: 17 & 22
Introduction
The fifth exemplar I have chosen is the ASCA national model book which reflects work that I
have done in the past year in both CSP 775 and CSP 776 courses. Throughout the past year I have
assembled the ASCA national model book by creating and compiling documents that fall within the four
areas of the ASCA national model: Foundation, Management, Delivery and Accountability. I created,
implemented, and evaluated the documents at my current fieldwork site, Steele Canyon High School
(SCHS), demonstrating my knowledge and ability to create and deliver a comprehensive counseling
program.
Rationale for Standards
Standard 17: Foundations of the School Counseling Profession
As a result of developing the ASCA model book I have learned how to develop and evaluate a
comprehensive school counseling program from beginning to end. Throughout the course of the year I
have used the four components of the ASCA model at my field work site. Each one of these components
is represented in my work at fieldwork and in the ASCA Model book. In the area of Foundation I
became familiar with student competencies, professional competencies, and built program goals as they
applied to students at SCHS. In the Management section I learned how to utilize an annual
agreement, build an advisory council, create a school data profile, utilize various calendars and create
action plans and lesson plans. Under Delivery I grew in my knowledge and skills in planning,
developing and implementing classroom guidance lesson. Through my work in creating the ASCA book

Monica Duncan
I have gained even more knowledge of data-driven interventions as well as using data to evaluate
lessons and groups.
As a result of this assignment I have increased my competency in the national model of school
counseling and throughout my fieldwork experience at SCHS I have increased my understanding of the
history, philosophy and trends in school counseling. I have learned about the current trend of moving
towards data informed decision making among counseling programs. The ASCA program assessment
revealed that the SCHS counseling department is in progress of increasing data-informed decisions and
goals. Finally, as part of the Accountability section of the ASCA model book I wrote analysis on
various program areas and I was able to evaluate and analyze a school counseling programs strengths
and areas for growth.
Standard 22: Leadership
I demonstrated my knowledge and skills of effective leadership through my delivery of services
while building the ASCA national model book. Creating and implementing comprehensive services
within the SCHS counseling program was a challenge because they do not follow the ASCA model
framework. At the start of the school year we facilitated a needs assessment to the entire ninth grade
student body and used the data to create and implement various interventions throughout the year. This
is not a common practice at SCHS, and in doing so I demonstrated leadership skills in moving towards
data-informed decisions making. In addition, at SCHS it is not a common practice to deliver guidance
lessons or run small groups. As part of the program goals and program delivery components my
fieldwork partner and I planned, organized and implemented guidance lessons and small groups to
increase student learning and achievement.

Monica Duncan
My growth in the leadership standard was demonstrated through collaborations with stakeholders
and the implementation of interventions that met student needs. I have also been involved in focus
groups regarding the schools Local Control Accountability Plan (LCAP) and recognize how counselors
can be involved in the college and career goals outlined. The LCAP goal regarding college and career
projects could be reflected in the work of a counselors. Our work in implementing guidance lessons has
been recognized by the counseling department and there has been discussion of school change efforts to
continue to implement an A-G lesson to all freshmen for the upcoming year.
Conclusion
The experience I had creating the ASCA national model book and implementing the model at my
fieldwork site has taught me how to navigate challenges and take steps towards progress when
implementing a comprehensive school counseling program. The counseling department at my fieldwork
has limited experience working within the framework of the ASCA national model. There has been
some progress in certain areas, such as incorporating data, but the counseling program implements few
core curriculum lessons and no other small groups were being facilitated.
Overall, the knowledge and skills used to implement the national model at my fieldwork sight
has increased my competency in executing components of a comprehensive ASCA school counseling
program. I have also increased my understanding of the foundations of the school counseling profession
and strengthened my leadership skills. One thing I would do differently is communicate and collaborate
more with the counseling staff to inform them of the projects we were working on. Continuous
collaboration is vital because sharing ideas has aided the shift among the counseling department in
moving towards using data to inform their decisions and program goals.