Sixty-four federal Elementary and Secondary School Counseling (ESSC) program
grants were awarded in 2009. One awarded school district implemented a
comprehensive school counseling program based on the ASCA National Model at
three high-needs elementary schools. This case study describes a district
initiative that provided prevention education for all students and interventions
for students with identified needs. Based on improvements in attendance,
behavior, and achievement, the district funded and expanded the program after
federal funds ended.
Get full access to this article
View all access options for this article.
References
1.
American School Counselor
Association. (2005). The ASCA National Model:
A framework for school counseling programs(2nd
ed.).Alexandria, VA:
Author.
2.
American School Counselor
Association. (2008). ASCA school counselor
competencies.Alexandria, VA:
Author.
3.
American School Counselor
Association. (2010a). ASCA position
statements.Alexandria, VA:
Author.
American School Counselor
Association. (2012). The ASCA National Model:
A framework for school counseling programs(3rd
ed.).Alexandria, VA:
Author.
7.
BalfanzR.,HerzogL.,
& Mac IverD. J.
(2007).Preventing student disengagement and
keeping students on the graduation path in urban middle-grades schools:
Early identification and effective interventions.
Educational Psychologist,
42(4),
223–235.
CareyJ. C.,
DimmittC.,
HatchT. A.LapanR.T., &
WhistonS.C.
(2008).Report of the National Panel for
Evidence-Based School Counseling: Outcome research coding protocol and
evaluation of Student Success Skills and Second Step.
Professional School Counseling,11,
197–206.
CookeM. B.,
FordJ.,
LevineJ.,BourkeC.,
NewellL.,
& LapidusG.
(2007).The effects of city-wide implementation
of “Second Step” on elementary school students’ prosocial and aggressive
behaviors. The Journal of Primary
Prevention, 28(2),
93–115.
12.
DimmittC.,CareyJ.
C., &
HatchT.
(2007). Evidence-based school counseling: Making a
difference with data-driven practices.Thousand Oaks, CA: Corwin
Press.
13.
Ed-Data: fiscal, demographic, and
performance data on California's K-12 schools.
(2014).School profile. Retrieved
from https://www.ed-data.k12.ca.us
14.
FreyK.
S.,NolenS.
B., EdstromL.
V. &
HirschsteinM.K.
(2005).Effects of a school-based
social-emotional competence program: Linking children's goals, attributions,
and behavior. Journal of Applied Developmental
Psychology,26,
171–200.
15.
HatchT.,
& Chen-HayesS.F.
(2008).School counselor beliefs about ASCA model
school counseling program components using the SCPSC Scale.
Professional School Counseling,12,
34–42.
16.
HatchT.
(2014). The use of data in school counseling: Hatching
Results for students, programs and the professions.Thousand Oaks, CA: Corwin
Press.
17.
JohnsonR.
(2002). Using data to close the achievement gap: How to
measure equity in our schools.Thousand Oaks, CA: Corwin Press,
Inc.
PoyntonT.,
& CareyJ. C.
(2006).An integrative model and data-based
decision making for school counseling. Professional
School Counseling,10,
121–130.
20.
SinkC.A.(2009).School
counselors as accountability leaders: Another call for
action. Professional School
Counseling,13,
68–74.
21.
StowersS.,
& HatchT.
(2008). The Federal Elementary and Secondary School
Counseling Demonstration Act Grant. Department of Education, Office
of Elementary and Secondary Education.
22.
WeissC.
(1998). Evaluation: Methods for studying programs and
practices.Englewood Cliffs, NJ:
Prentice-Hall.
23.
WilkersonK.,
PérusseR.,
& HughesA.
(2013).Comprehensive school counseling programs
and student achievement outcomes: A comparative analysis of RAMP versus
non-RAMP schools. Professional School
Counseling,16,
172–184.
