Profile Photo

Marie Postiglione-Dupell

School Counselor

Address: 38 Lizzies Lane
Morrisonville, NY 12962
Email: marie@medicinehorsefarm.org

Expand All
Competency Assessments: Marie Postiglione-Dupell
COSC 694 Disposition Reflection
Self Evaluation (.htm) 0.08mb
Competency Assessments: Marie Postiglione-Dupell
SCRIP CORE
FINAL SCHOOL AIA (.pdf) 0.05mb
Competency Assessments: Marie Postiglione-Dupell
SChool counseling competences
World VIEW ESSAY (.docx) 0.02mb
Competency Assessments: Marie Postiglione-Dupell
SCRIP CORE
REFLECTIVE ESSAY (.docx) 0.02mb
Competency Assessments: Marie Postiglione-Dupell
SCRIP CORE
FINAL COUNSELING AIA (.pdf) 0.05mb
Competency Assessments: Marie Postiglione-Dupell
LEADERSHIP
Parent Teacher Power Point (.pptx) 0.05mb
Competency Assessments: Marie Postiglione-Dupell
COLLABORATION & CONSULTATION
BHSN PSYCHO EDUCATIONAL GRIEF GROUP (.docx) 0.04mb
Competency Assessments: Marie Postiglione-Dupell
ACADEMIC DEVELOPMENT
The Role Of Animal Assisted Therapy (.pdf) 1.52mb
Competency Assessments: Marie Postiglione-Dupell
RERSEARCH & EVALUATION
PSYCHO EDUCATIONAL SMALL Group Power point (.pptx) 0.45mb
Competency Assessments: Marie Postiglione-Dupell
Assessment
Benchmark Internship Case Conceptualization (.docx) 0.05mb
Competency Assessments: Marie Postiglione-Dupell
DIVERSITY & ADVOCACY
Parent Teacher Powerpoint (.pptx) 0.05mb
Competency Assessments: Marie Postiglione-Dupell
COUNSELING PREVENTION & INTERVENTION

 

 

 

M.Ed. in School Counseling

 

Clinical Skills Self-Assessment for Taped Session

 

Internship Student: _Marie Postiglione-Dupell_____________________________________________

 

Liberty Faculty Supervisor: Chesney Weeden_______________________________________

 

Name of Internship Site: ____Oak Street Elementary School______________________________________

 

Directions: Please check the rating that best describes the performance of the skills demonstrated.

Ratings: 4 (Distinguished), 3 (Proficient), 2 (Basic), 1 (Unsatisfactory), N/O (Not Observed)

 

Counseling Skill

4

3

2

1

N/O

Addressed Confidentiality/Limits to Confidentiality

 

 X

 

 

 

Open Question

 

X

 

 

 

Closed Question

 

X

 

 

 

Clarifying

 

X

 

 

 

Paraphrasing

 

X

 

 

 

Reflection of Feeling

 

X

 

 

 

Attending Behaviors

 

X

 

 

 

Active Listening

 

X

 

 

 

Minimal Encouragers

 

 

 

 

 

Nonverbal Communication of Client/Student (mentioned or used)

 

X

 

 

 

Rapport Building

 

 

 

 

 

Linking

 

X

 

 

 

Confronting

 

 

 

 

X

Silence

 

 

 

 

X

Suggesting

 

X

 

 

 

Information/Psychoeducation

 

X

 

 

 

Interpreting

 

X

 

 

 

Reframing

 

X

 

 

 

Facilitating

 

X

 

 

 

Modeling

 

X

 

 

 

Summarizing

 

X

 

 

 

Goal Setting

 

X

 

 

 

Terminating

 

 

 

 

X

 

 

 

 

 

 

 

 

Counseling Theory & Technique

4

3

2

1

N/O

Helps client/student identify concerns

 

X

 

 

 

Ability to apply counseling theory

 

X

 

 

 

Ability to apply counseling technique(s)

 

X

 

 

 

Helps client/student identify counseling goals

 

X

 

 

 

Culturally sensitive counseling

 

X

 

 

 

 

Please respond to the following self-reflections:

 

  1. Did the counseling session increase your personal and professional awareness of the counseling skills? In what ways?

Yes. Awareness of my responses is fully exposed when engaging with the client face to face in the moment for me is where the rubber meets the road!

 

  1. Did the counseling session increase your personal/professional awareness of the importance of demonstrating multi-social/cultural sensitivity in the delivery of your counseling skills? In what ways?

Given the fact that this session was with a minor of recently divorced parents one of the parents household has been resolved to a low SES. Therefore, great sensitivity toward the students’ basic living needs is needed.

 

  1. Would you change or add anything to enhance or improve your session?

Perhaps the use of the micro skill of silence to give the student time to self-reflect regarding on what she said.

 

 

  1. In what ways did you demonstrate professionalism?

The use of simple please and thank you as appropriate. Use of language age appropriate to ensure students understanding by not making the session discussion complicated and stressful.

 

 

  1. What counseling skills and/or theoretical techniques do you plan to explore/practice for future sessions?

CBT, modeling & role-playing techniques.

 

  1. What were your strengths? What moments of your video were you most pleased with?

 

Psychoeducational information regarding clients self-reporting that she was anxious most of the time. I was most pleased by the fact that the student by our discussion now recognizes her triggers.

Competency Assessments: Marie Postiglione-Dupell
FOUNDATIONS

Benchmark Critical Incident

Marie Postiglione-Dupell

Liberty University

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Scenario #2 Jane

The presenting issue regarding school counselor Jane is that she did not adhere to basic therapeutic counseling protocol. Jane school counselor did not screen students for group membership. Screening potential students prior to allowing participation is an essential component when developing a counseling group. It is the professional school counselor’s responsibility to make ethical decisions regarding selection of participants via the process of screening individuals., Furthermore, not every student is appropriate candidate for every group. The case of Alice(student) if screened may have provided information that she was not a proper fit for Jane’s group and benefit from individual school counseling or a counseling group specific to her depression. Potentially perhaps Alice’s struggles and suicide attempt could have been prevented if school counselor Jane would have conducted a high-quality screening tool such as Group Readiness Questionnaire (GRQ).

American School Counseling Association

The American School Counseling Association (ASCA), ethical codes and standards that address issues specific to school counselors group work code A.7.C states “Screen students for group membership.” ASCA, (2014). The school counselor did not follow (ASCA) recommended ethical standard for group membership selection regarding screening protocol therefore issues may have developed due to this oversight by the school counselor. In this case the student struggled in group and escalated into an attempt to commit suicide.

American Counseling Association

The American Counseling Association (ACA), ethical codes and standards that address issues specific to professional school counselor responsibilities to parents working with minor’s code B.1. state’s school counselors “Recognize that providing services to minors in school setting requires school counselors to collaborate with students’ parents/guardians as appropriate” (ACA), 2014. The school counselor observed student in group was struggling to what degree the information is limited. Although, school counselor preventively could have communicated that to student’s parents as a follow up check in. The counselor also could have processed the difficulty issues the student was having in current group session with student and parents present at time of pick up.

Action

There could be legal and ethical implications for this school counselor due to the lack of professional oversight in membership selection for this group. Therefore, may have contributed to stressors that resulted in suicide attempt by student. School counselor should consult with parents that their daughter should be seen at local mental health facility for complete mental health/suicidal ideation assessment and medical care if needed. Referral to outside mental health professional for counseling additional with school counseling services. Resources provided to parents regarding support groups specific to depression and or suicide.

 

References

American Counseling Association. (2014). ACA Code of Ethics, Alexandria, VA: Author

American School Counselor Association. Ethical Standards for School Counselors. American School Counselor Association, n.d. Web.24 April 2014

Continuing Education (CE, CME, CEU...)Updated: 04-24-24
Courses Taken: Marie Postiglione-Dupell
COSC 505 COUNSELING TECHNIQUES
Accepted Transfer credit: Career Development & Counseling Degree Completion Plan (.pdf) 0.42mb
Courses Taken: Marie Postiglione-Dupell
COUC 504 Multicultural Counseling
Accepted transfer credit:  Multicultural Counseling Degree Completion Plan (.pdf) 0.42mb
Courses Taken: Marie Postiglione-Dupell
COSC 502 Human Growth and Development
Accepted transfer credit:  Human Growth & Development  Degree Completion Plan (.pdf) 0.42mb
Courses Taken: Marie Postiglione-Dupell
COSC 505 Counseling Techniques
Benchmark counseling skills (.docx) 0.06mb
Courses Taken: Marie Postiglione-Dupell
cosc 510 school counseling
professionaltheoretical approach to school counseling (.docx) 0.10mb
Courses Taken: Marie Postiglione-Dupell
cosc 512 structured group
critical incident (.docx) 0.61mb
Courses Taken: Marie Postiglione-Dupell
cosc 515 reach and program evaluation
animal assisted therapy (.docx) 0.07mb
Courses Taken: Marie Postiglione-Dupell
COSC 501 Professional, Ethical, and Legal Issues in school counseling
DUTY TO WARN (.pdf) 0.08mb
Courses Taken: Marie Postiglione-Dupell
COSC 622 EDUCATIONAL ASSESSMENT & INTERVENTION
COSC 622 Exploring Reliability & Validity (.pdf) 0.66mb
Courses Taken: Marie Postiglione-Dupell
COSC 694 INTERNSHIP 2
Case Coceptualization J.S. Internship 2 (.docx) 0.05mb
Courses Taken: Marie Postiglione-Dupell
COSC 693 INTERNSHIP 1
INTERNSHIP 1 CASECONCEPTULIZATION E.C. (.C) 0.06mb
Courses Taken: Marie Postiglione-Dupell
COSC 690/COSC 692 CLINICAL MENTAL HEALTH PRACTICUM
CLINICAL MENTAL HEALTH PRACTIUM (.docx) 0.07mb
Courses Taken: Marie Postiglione-Dupell
COSC 660 PRICIPALs OF SCHOOL COUNSELING
PARENT-TEACHER PRESENTATION (.pptx) 0.05mb
Courses Taken: Marie Postiglione-Dupell
COSC 661 School Counseling
SCHOOL COUNSELING BROCHURE & PRESENTATON (.pptx) 0.05mb
Courses Taken: Marie Postiglione-Dupell
COSC 611 Child & Adolescent Counseling
Comprehensive Child and Adolescent Counseling (.docx) 0.04mb
Exam History: Marie Postiglione-Dupell
PRAXIS EXAM RESULTS
PRAXIS TEST RESULTS (.pdf) 0.52mb
Goals (Personal & Professional): Marie Postiglione-Dupell
Professional Growth Essay
professional growth essay (.pdf) 0.69mb
Goals (Personal & Professional): Marie Postiglione-Dupell
psychological first aide cert (.pdf) 1.89mb
Goals (Personal & Professional): Marie Postiglione-Dupell
BENCHMARK COMPREHENSIVE SCHOOL COUNSELING PROGRAM TEMPLATE* 
Please type directly in this template to structure your Benchmark Comprehensive School 
Counseling Program Assignment, retaining all original language and headings. Students may 
use assignments completed in the course or other Liberty School Counseling courses to satisfy 
relative components of the benchmark assignment. 
ASSIGNMENT GUIDELINES
1. When creating the program, each component must mirror the headings of the template 
since each heading is a separate section of the template. 
2. The only files that should be attached when uploading your assignment are required or 
desired supplemental forms such as those noted in some components of the template 
(e.g., action plans, results reports, guidance curriculum lessons, assessments, generic 
community or staff letters, etc.). Attachments do not take the place of fully responding to 
the template items—attachments are for supplementing or exemplifying template 
components only. 
3. Please keep the exact, descriptive language in the template as part of your headings. Use 
single spacing in the template with double spaces between paragraphs. APA style is only 
required for citations and references. You may use lists and bullets, but should NOT use 
tables, figures, or pictures—only use text under each heading. 
4. Under each heading and question in the template, you will fully respond to the questions, 
in addition to responding to the components’ requirements in the template. Please mirror 
the headings of the template as well as each numbered item of the template. 
ASSIGNMENT TEMPLATE
Component #1: Define 
1. Describe how these four integral components: leadership, advocacy, collaboration, 
and systemic change are incorporated into the professional functioning of a school 
counselor and the framework of the ASCA National Model. 
Leadership: 
 The American School Counselor Association (ASCA) National Model specifies 
varying themes a professional school counselor can demonstrate leadership such as, 
 human resource leadership, symbolic leadership, political leadership, and structural 
leadership. 
 Structural school counseling leadership tend to be analytical when formatting 
school counseling interventions. School counselors utilize data to analyze efficacy of 
school counseling services including service assessments, service outcomes and 
organizational needs. When designing foundational school counseling service, the 
counselor must also be mindful that services promote student learning. 
COSC 661 
 Human resource leadership focus in school counseling program is to be 
supportive and advocate for all students. This includes school counselors inspiring the 
student that they have the skills and ability to achieve their goals. Therefore, motivating 
the student to participate moving forward toward their current and future goals. 
Efficacious leadership entails the focus on the ability of the school counselor to provide 
continued supportive guidance and relevant instruction. Additionally, transparency is a 
key component of the school counseling program when partnering with student, parents, 
colleagues, and community regarding goals and plans to accomplish mission statement 
for school counseling program services. 
 Symbolic leadership the responsibility role of the school counselor includes 
consistent counseling program evaluation, review data regarding school counseling 
program for efficacy, and role modeling. The role of the school counselor in respect to 
symbolic leadership is to be mindful of the ASCA Ethical Standards are adequately 
represented within the school counseling program. 
 Political leadership theme includes the insurance of a successful school 
counseling program by establishing an advisory council. School advisory council 
 assist in supporting student accomplishment and provide student the opportunity 
to acquire quality academic experiences. Collaboration with school counselor, 
school professional staff, community businesses/organizations and parents. 
 Advocacy: 
A vital responsibility as a professional school counselor is an advocate for all 
students whom they serve. School counselors assist students by encouraging 
 student achievement, and advocate in the best interest of the student regarding 
their individual aspirations. School counselors provide services to students both 
indirect and direct as needed to ensure success. 
 Collaboration: 
The professional school counselor collaborates routinely with partners from within the 
 school environment and local community organizations. School counselors need to 
realize they cannot alone provide efficacious student and school outcomes without 
partners. One of the key responsibilities of a school counselor is to establish and maintain 
a variety of productive partners. 
Systemic Change: 
Professional school counselors consistently use and analyze data to advance a 
COSC 661 
systematic change regarding school counseling program. The school counselor 
focuses on this context to bring to light systemic barriers that impede students’ 
achievement. Additionally, school counselor can make improvements within the 
school counseling program such as varies achievement gaps. Achievement gaps 
may present themselves as negative student behaviors, student truancy and low 
graduation rates. Furthermore, systemic change “occurs when inequitable 
policies, procedures, and attitudes are changed” (ASCA National Model, 2012). 
2.Create a mission statement that includes a list of philosophical guiding principles 
demonstrating critical thinking, problem solving, decision-making, and the 
interpersonal relations with stakeholders. Create and attach a school counseling 
brochure that illustrates your mission statement and school counseling services. 
 Lake Placid Elementary School Counseling Mission Statement in the Lake Placid 
School District provides and supports all students’ intellectual, social, and personal 
development. Partnering with students, school counseling services provide opportunities 
to develop skills in areas of social-emotional growth, problem solving, and organization. 
3.Identify the three interrelated developmental domains (academic development, 
career development and social/emotional development) of a comprehensive school 
counseling program and the domains’ purpose in establishing program and 
curriculum goals. 
 Comprehensive school counseling program consist of three interrelated 
developmental domains which are, academic, career, and personal/social. The focus of 
the academic domain’s is to make sure students acquire the highest achievement ranking 
 regarding academic grades and preventively do not cause a gap in academic 
achievement. The focus of the career domain is development of skills such as decisionmaking and making good choices regarding problem-solving. Furthermore, the career 
domain involves support and guidance regarding future career options. Exposure to 
varying career choices could be very productive by the student to attended job fairs, 
 career shadowing, internships, and networking. Finally, the personal/social domain 
includes developmental of skills necessary for emotional competence. Varying skills 
include working on students’ ability to make good choices and navigate conflict 
resolutions. 
 4.. Describe the relationship between the School Counselor Professional Standards 
& school counseling program that aligns with the ASCA National Model. 
COSC 661 
 Professional school counselors must have the expertise, attitudes, and skills to 
coordinate, develop, execute, and review the comprehensive, results-based, 
developmental school counseling program to warrant it follows the ASCA National 
Model (American School Counselor Association, 2012). 
5. Summarize how the mission statement, philosophical principles, developmental 
domains, and the national standards and competencies form a foundation that 
identifies “what” every student should know and be able to do because of 
participation in a comprehensive school counseling program. 
The school counseling Mission statement is a key component of a comprehensive 
school counseling program. The Mission statement establishes initial direction 
and focus regarding the essential requirements of the students in the school. The 
philosophical principles and developmental domains are employed to develop 
relevant program services that adequately provide the needs of all students. 
Furthermore, this application will assist the student in successfully achieving 
academic goals, career aspirations, social development, and personal outcomes. 
Component #2: Manage 
1. Demonstrate an understanding of the annual administrative agreement by a) 
identifying components of the agreement, b) listing steps for creating an annual 
agreement, and c) identifying ASCA-recommended time distribution for the 
delivery of direct and indirect services. 
Identing components of the agreement: 
 The ASCA Annual Agreement model has the following components: 
 Counselors’ name and school year 
 The school counseling program mission statement 
 School counseling program goals 
 Use of time plan for direct and indirect services 
 Advisory council information including dates of the meetings 
 List of planning and results documents 
 List of any planned professional development 
 Caseload and school counselors’ responsibilities chart showing how large 
the caseload is, and the responsibilities that the counselor will be performing 
that school year 
COSC 661 
 Chart of professional collaboration responsibilities indicating which 
groups the counselor will be collaborating with, how often they will meet 
and who the designator coordinator is of the group. 
 Annual budget information including material and supplies. 
 The times that the office is open, and the counselors’ hours. 
 The roles and responsibilities of other staff and volunteers within the 
Counseling department. 
 Signature lines for the counselor and principal. 
b. Listing steps for creating an annual agreement: 
The step for creating an annual agreement are as follows: 
 Devise the mission statement of the counseling program (if being changed) 
 based upon the school’s mission statement and the district’s mission statement 
 Analyze the school data to determine goals for the upcoming school year. 
 Coordinate with the counseling office’s hours and availability. 
 Meet with collaboration groups to decide on meeting dates and coordinator 
 designation. 
 Determine the roles of responsibilities of the other counseling staff including 
 caseload assignments. 
 Develop a plan for the use of time for direct and indirect services to the 
 students. 
 Obtain the dates for the advisory council meetings and include them on the 
 agreement. 
 Decide upon professional development attendance and obtain dates, 
 information, and costs for these. 
 Prepare budget information for materials and supplies need for the upcoming 
 school year. 
 Meet with the principal, go over the agreement and obtain signatures prior to 
 the beginning of the school year. 
c. Identifying ASCA-recommended time distribution for the delivery of direct and 
indirect services. The ASCA National Model recommends that 80 percent or more of the 
counselor’s time should be spent in direct student services. 
COSC 661 
2. Describe the purpose and functions of an advisory council and identify who 
would invite to be members of the committee and why. 
 Possible invitees to serve on the advisory committee would include students, 
parents/guardians, educators, businesses, and community organizations. The ASCA 
recommends a minimum of eight members to a maximum of 20. The purpose of an advisory 
council is to “review and advise on the implementation of the school counseling program” 
(ASCA National Model, 2012). 
3.Describe how data and technology is integrated in a comprehensive school counseling 
program. Your paragraph description should include the following needs identification, 
achievement outcomes, counseling outcomes and progress, closing achievement gaps, 
demonstrating overall program.
 A foundational component of the school counseling program is data. Data 
information is necessary to formulate goals of the school counseling program. This is an 
 essential aspect of the identification procedure. Achievement outcomes are realized when 
data is reviewed and analyzed. Additionally, data assist in establishing goals to lesson 
achievement gaps. Data is also utilized to monitor school counseling program effectiveness 
moving forward. 
4.Describe both “action plans” and “closing-the-gap action plans”: 
 Action plans provide vital documentation of the activities and impact of a 
comprehensive school counseling program. Additionally, action plans help in the 
development and management of important school counselor interventions. Action plans are 
implemented in various areas such as, school counseling curriculum, closing-the-gap 
activities, and small groups. 
 Small group action plan entails: designated counselor, ASCA Domain, Standard and 
 Student Competency, outline of group sessions to be delivered, resources needed, 
 projected number of students affected, type of surveys (perception data), and projected 
 start and end date. 
 Curriculum action plans are activities and lessons associated to goals. Key components of 
 the curriculum action plan entails grade level, lesson topic, ASCA Domain, Standard and 
 Competency, materials and curriculum lists, projected start and end dates, projected 
COSC 661 
 number of students affected types of surveys or assessments to be utilized (perception 
 data), attendance, achievement and student behavior data and contact person. 
 Closing-the -gap action plan contains: ASCA Domain, designated counselor, Standard 
 and Student Competency, type of activities to be delivered and in what matter, resources 
 needed, projected number of students affected (process data), type of surveys (perception 
 data), achievement, attendance, and behavior data to be collected (outcome data), and 
 projected start and end dates. 
5.Discuss the purpose of an annual, monthly, and weekly school counselor calendar and 
attach a sample of a one-month (any month) calendar depicting the role and functions 
of the school counselor. 
 A proactive professional school counselor will plan annually prior to the start of the 
academic school year. School counselor will take into consideration all school scheduled 
days closed throughout the school year and added this into school counseling calendar. All 
school counseling services should be noted on calendar monthly and weekly including days 
 of the week along with times noted. Weekly plans include classroom counseling lessons 
(Individual and group). School counseling calendars should be accessible to school staff, 
administration, student, and parents. School counselors can provide school counseling 
schedules by brochures, posting, and student/parent school handbook and school website 
under school counseling webpage. 
Component #3: Deliver 
1. Describe and attach five examples of school counseling core curriculum in the form 
of a classroom guidance lesson using the following topics (bullying, communication, 
leadership, emotional regulation, friendship, career discovery, career exploration, 
study tips, etc.). Discuss whether classroom guidance lessons are considered a direct 
or indirect student service and whether classroom guidance lessons are considered 
preventative or responsive in nature. 
Note I have attached my k-12 classroom lesson plan. Lesson is topic is ‘Making 
Good Choices’. My classroom lesson ‘Making Good Choices’ is a direct student 
service due to this lesson is offered directly to students. Additionally, this lesson 
is considered preventive in nature due to it will be presented initially in the start 
of the new school year. Regarding the individual needs of the student by placing 
 students in multiple groups with other peers’ collaborative discussion. The 
COSC 661 
delivery system includes school counselor and students participatory modeling, 
reading aloud class involved, discussion among peer to peer and lesson 
processing. 
2. Identify developmentally appropriate, culturally sensitive classroom/group 
behavioral management strategies used in the implementation of the school 
counseling core curriculum that are motivational and maximize learning for a 
diverse student body. 
Strategies for classroom/group behavioral management include developmentary 
appropriate expectations to ensure achievement of classroom lesson. Student 
participation expectations are explained and discussed with students at the time of 
the initial lesson both written and verbally presented. Student spacing is important 
and fluid based on lesson tasks. Time management is very important it is always 
good management to build in a 10-minute window of time for the unpredictable. 
Additionally, be mindful of the diversity of your students present in each class 
and support as needed. 
3. Describe and attach an example of an individual counseling session outline. Discuss 
whether individual counseling is considered a direct or indirect student service and 
whether individual counseling is considered preventative or responsive in nature. 
Demonstrate your understanding of the importance of personal integrity and 
sensitivity to human needs in the delivery of individual counseling services. 
Note! Example of Individual Counseling Session Outline is Attached. 
 Planning lessons are considered indirect hours due to the nature of task is 
considered time spent on management of school counseling services for student. 
Furthermore, student lesson planning is responsive in nature due to students 
learning needs and preferences regarding planning with end in mind. 
4. Describe an example of individual student planning. Discuss individual student 
planning is considered a direct or indirect student service and whether individual 
student planning is preventative or responsive in nature. 
This following example of individual student planning is specific to 9th-12th grade. 
First steps of individual student lesson planning is goal setting in various specific 
areas, such as, academic goal setting and postsecondary plans. Student goal setting 
initially should be in collaboration with student and counselor discussions requires 
COSC 661 
direct services. Once established formatting student plan goals can be continued as an 
indirect service potentially. Reviewing student grades and developing counseling 
interventions should be an ongoing discussion with collaboration with student assist 
them in making informed decisions regarding their current and future aspirations. 
Discussions planning student’s areas of improvements as needed this is both 
 preventative and proactive in nature. 
5. Describe and attach an example of collaboration by way of a parent/teacher 
workshop. Discuss whether a parent/teacher workshop is considered a direct or 
indirect student service. Demonstrate your understanding of the need for reflective 
practices in determining the need for consultation, collaboration, and referrals. 
Draft and attach a generic letter to 1) parents, 2) teachers, and 3) community 
organizers for collaborative partnerships. 
My understanding of the need for reflective practices regarding consultation, 
collaboration, and referral is that reflective practice permits school counselor to 
provide school counseling services to the highest standards. Collaboration and 
transparency with other helping professionals assist that counselor don’t waste 
efforts and time on methods that are not efficacious and repeat methods that do 
work in the best interest of the student. 
Parent/ Teacher workshop and example letters to the above mentioned are 
considered 
indirect counseling services because they are not a face -to-face intervention with 
 student. 
 Note attached is Parent/teacher Workshop Agenda 
 Note attached is Generic Letters:
6. Describe small group counseling and attach five group lessons targeting the 
following themes: gender specific (a group only for girls or boys), culturally specific 
(a group for a specific culture (i.e., Asian culture, Black culture, Hispanic or 
Mexican culture, LGBTQ+), and a career discovery. Discuss whether group 
counseling is considered a direct or indirect student service and whether group 
counseling is preventative or responsive in nature. 
Small school group counseling sessions focus on areas of topic regarding students 
academic, social/emotional and career development. The foundational component 
of small group counseling is to help and support students by enhancing 
development of awareness regarding student’s interpersonal skills and further 
their development of strategies to achieve best outcomes that positively affect 
COSC 661 
their goals. Small group counseling is considered direct service due to face -toface implementation of intervention involving participation of student(s). 
Note see attached small group lesson attached. 
7. Discuss when and why a school counselor might make a referral to an outside 
agency/community resource. 
There are various reasons for a school counselor to refer a student to an outside 
agency/community resource. Be assessed that referral outside school counseling is 
always for the betterment of the student. Referrals do not always mean 
termination of school counseling services it can also mean a collaborative effort 
of services with other helping services in combination. Referrals also can mean 
additional services the school counseling program currently does not offer due to 
availability limitations of specialized professional specific therapist. Additionally, 
 other reasons for referral student require more in depth and complex counseling 
than a school counselor can offer in school setting. Therefore, school counselor 
may identify the student’s mental health status needs extensive evaluation and 
testing. 
Component #4: Assess 
1. Describe the purpose of “Classroom and Group Mindsets & Behaviors Results 
Report” and identify essential elements of a results report. Create or attach a 
sample result report that you may have created in any of your courses as a sample 
to illustrate your understanding 
The purpose of the “Classroom and Group Mindsets & Behaviors Results Report” 
is used to assist in organizing and report results of school counseling classroom 
lessons and small group intervention activities. Additionally, report is to function 
regarding to inform school counseling program improvement. Essential elements 
of the results report are as follows; Grade level, lesson topic, ASCA Mindsets and 
behaviors, ASCA Domain, Standards, and Competency, Process Data (# of 
students affected), Perception Data, Outcome Data, Implications and Curriculum 
Materials. 
 Note School counseling classroom results report attached. 
COSC 661 
2. Describe the difference between participation data, mindsets & behaviors data, and 
outcome data. Describe in detail a process for assessing the effectiveness of a 
comprehensive school counseling program using participation data, mindsets & 
behaviors data, and outcome data. 
The difference between difference between participation data, mindset & 
behaviors data and outcome data is they each have a specific role to play. 
Participation data ASCA role is to identify expected number of students who will 
participate and planned length of school counseling lesson. Job of the mindsets & 
behaviors data promote mindsets and behaviors that enhance the learning process 
of student. Therefore, the student establishes readiness to pursue future college 
and or career aspirations. Outcome data is utilized for assessing changes to data 
upon completion of intervention. The results serve as a reliable support in student 
achievement or impact regarding the duration of intervention. All specific in 
nature but, collaboratively enhances school counseling directional productivity. 
3. Discuss the importance of the “School Counselor Performance Appraisal” in 
relation to the two major functions of a school counseling program: A) Professional 
Beliefs and B) Professional Responsibilities. 
The primary importance of “School Counselor Performance Appraisal” is to 
ensure school counselor’s effectiveness on student achievement. A school 
counselors’ primary responsibility is to assist students by providing socialemotional support, academic achievement and reach their highest potential toward 
career aspirations that are realist and obtainable. School counselor’s professional 
beliefs are based on the highest moral and ethical standards to enhance all 
student’s development. 
4. Discuss the role of accountability in identifying “how students are different because 
of participation in a comprehensive school counseling program”. 
When students participate and experience exposure to an effective comprehensive 
school counseling program it will make impactful positive changes regarding 
students’ ability to thrive and achieve their goal. Increase accountability is a very 
important element that school counselors are called on to perform regards to 
evaluating counseling programs and interventions on a consistent basis. 
Therefore, students will benefit from a high-quality comprehensive school 
COSC 661 
counseling programs efforts and supports. Effective comprehensive counseling 
offers benefits to the student such as building self-confidence, become effective 
learners and develop interpersonal social skills. School comprehensive school 
counseling programs tend to be proactive and preventative by nature which is an 
important plus for students and parents. 
References 
American Counseling Association. (2014). ACA Code of Ethics, Alexandria, VA: 
American School Counselor Associations, n.d. Web. 24 April 2014BENCHMARK COMPREHENSIVE SCHOOL COUNSELING PROGRAM TEMPLATE* 
Please type directly in this template to structure your Benchmark Comprehensive School 
Counseling Program Assignment, retaining all original language and headings. Students may 
use assignments completed in the course or other Liberty School Counseling courses to satisfy 
relative components of the benchmark assignment. 
ASSIGNMENT GUIDELINES
1. When creating the program, each component must mirror the headings of the template 
since each heading is a separate section of the template. 
2. The only files that should be attached when uploading your assignment are required or 
desired supplemental forms such as those noted in some components of the template 
(e.g., action plans, results reports, guidance curriculum lessons, assessments, generic 
community or staff letters, etc.). Attachments do not take the place of fully responding to 
the template items—attachments are for supplementing or exemplifying template 
components only. 
3. Please keep the exact, descriptive language in the template as part of your headings. Use 
single spacing in the template with double spaces between paragraphs. APA style is only 
required for citations and references. You may use lists and bullets, but should NOT use 
tables, figures, or pictures—only use text under each heading. 
4. Under each heading and question in the template, you will fully respond to the questions, 
in addition to responding to the components’ requirements in the template. Please mirror 
the headings of the template as well as each numbered item of the template. 
ASSIGNMENT TEMPLATE
Component #1: Define 
1. Describe how these four integral components: leadership, advocacy, collaboration, 
and systemic change are incorporated into the professional functioning of a school 
counselor and the framework of the ASCA National Model. 
Leadership: 
 The American School Counselor Association (ASCA) National Model specifies 
varying themes a professional school counselor can demonstrate leadership such as, 
 human resource leadership, symbolic leadership, political leadership, and structural 
leadership. 
 Structural school counseling leadership tend to be analytical when formatting 
school counseling interventions. School counselors utilize data to analyze efficacy of 
school counseling services including service assessments, service outcomes and 
organizational needs. When designing foundational school counseling service, the 
counselor must also be mindful that services promote student learning. 
COSC 661 
 Human resource leadership focus in school counseling program is to be 
supportive and advocate for all students. This includes school counselors inspiring the 
student that they have the skills and ability to achieve their goals. Therefore, motivating 
the student to participate moving forward toward their current and future goals. 
Efficacious leadership entails the focus on the ability of the school counselor to provide 
continued supportive guidance and relevant instruction. Additionally, transparency is a 
key component of the school counseling program when partnering with student, parents, 
colleagues, and community regarding goals and plans to accomplish mission statement 
for school counseling program services. 
 Symbolic leadership the responsibility role of the school counselor includes 
consistent counseling program evaluation, review data regarding school counseling 
program for efficacy, and role modeling. The role of the school counselor in respect to 
symbolic leadership is to be mindful of the ASCA Ethical Standards are adequately 
represented within the school counseling program. 
 Political leadership theme includes the insurance of a successful school 
counseling program by establishing an advisory council. School advisory council 
 assist in supporting student accomplishment and provide student the opportunity 
to acquire quality academic experiences. Collaboration with school counselor, 
school professional staff, community businesses/organizations and parents. 
 Advocacy: 
A vital responsibility as a professional school counselor is an advocate for all 
students whom they serve. School counselors assist students by encouraging 
 student achievement, and advocate in the best interest of the student regarding 
their individual aspirations. School counselors provide services to students both 
indirect and direct as needed to ensure success. 
 Collaboration: 
The professional school counselor collaborates routinely with partners from within the 
 school environment and local community organizations. School counselors need to 
realize they cannot alone provide efficacious student and school outcomes without 
partners. One of the key responsibilities of a school counselor is to establish and maintain 
a variety of productive partners. 
Systemic Change: 
Professional school counselors consistently use and analyze data to advance a 
COSC 661 
systematic change regarding school counseling program. The school counselor 
focuses on this context to bring to light systemic barriers that impede students’ 
achievement. Additionally, school counselor can make improvements within the 
school counseling program such as varies achievement gaps. Achievement gaps 
may present themselves as negative student behaviors, student truancy and low 
graduation rates. Furthermore, systemic change “occurs when inequitable 
policies, procedures, and attitudes are changed” (ASCA National Model, 2012). 
2.Create a mission statement that includes a list of philosophical guiding principles 
demonstrating critical thinking, problem solving, decision-making, and the 
interpersonal relations with stakeholders. Create and attach a school counseling 
brochure that illustrates your mission statement and school counseling services. 
 Lake Placid Elementary School Counseling Mission Statement in the Lake Placid 
School District provides and supports all students’ intellectual, social, and personal 
development. Partnering with students, school counseling services provide opportunities 
to develop skills in areas of social-emotional growth, problem solving, and organization. 
3.Identify the three interrelated developmental domains (academic development, 
career development and social/emotional development) of a comprehensive school 
counseling program and the domains’ purpose in establishing program and 
curriculum goals. 
 Comprehensive school counseling program consist of three interrelated 
developmental domains which are, academic, career, and personal/social. The focus of 
the academic domain’s is to make sure students acquire the highest achievement ranking 
 regarding academic grades and preventively do not cause a gap in academic 
achievement. The focus of the career domain is development of skills such as decisionmaking and making good choices regarding problem-solving. Furthermore, the career 
domain involves support and guidance regarding future career options. Exposure to 
varying career choices could be very productive by the student to attended job fairs, 
 career shadowing, internships, and networking. Finally, the personal/social domain 
includes developmental of skills necessary for emotional competence. Varying skills 
include working on students’ ability to make good choices and navigate conflict 
resolutions. 
 4.. Describe the relationship between the School Counselor Professional Standards 
& school counseling program that aligns with the ASCA National Model. 
COSC 661 
 Professional school counselors must have the expertise, attitudes, and skills to 
coordinate, develop, execute, and review the comprehensive, results-based, 
developmental school counseling program to warrant it follows the ASCA National 
Model (American School Counselor Association, 2012). 
5. Summarize how the mission statement, philosophical principles, developmental 
domains, and the national standards and competencies form a foundation that 
identifies “what” every student should know and be able to do because of 
participation in a comprehensive school counseling program. 
The school counseling Mission statement is a key component of a comprehensive 
school counseling program. The Mission statement establishes initial direction 
and focus regarding the essential requirements of the students in the school. The 
philosophical principles and developmental domains are employed to develop 
relevant program services that adequately provide the needs of all students. 
Furthermore, this application will assist the student in successfully achieving 
academic goals, career aspirations, social development, and personal outcomes. 
Component #2: Manage 
1. Demonstrate an understanding of the annual administrative agreement by a) 
identifying components of the agreement, b) listing steps for creating an annual 
agreement, and c) identifying ASCA-recommended time distribution for the 
delivery of direct and indirect services. 
Identing components of the agreement: 
 The ASCA Annual Agreement model has the following components: 
 Counselors’ name and school year 
 The school counseling program mission statement 
 School counseling program goals 
 Use of time plan for direct and indirect services 
 Advisory council information including dates of the meetings 
 List of planning and results documents 
 List of any planned professional development 
 Caseload and school counselors’ responsibilities chart showing how large 
the caseload is, and the responsibilities that the counselor will be performing 
that school year 
COSC 661 
 Chart of professional collaboration responsibilities indicating which 
groups the counselor will be collaborating with, how often they will meet 
and who the designator coordinator is of the group. 
 Annual budget information including material and supplies. 
 The times that the office is open, and the counselors’ hours. 
 The roles and responsibilities of other staff and volunteers within the 
Counseling department. 
 Signature lines for the counselor and principal. 
b. Listing steps for creating an annual agreement: 
The step for creating an annual agreement are as follows: 
 Devise the mission statement of the counseling program (if being changed) 
 based upon the school’s mission statement and the district’s mission statement 
 Analyze the school data to determine goals for the upcoming school year. 
 Coordinate with the counseling office’s hours and availability. 
 Meet with collaboration groups to decide on meeting dates and coordinator 
 designation. 
 Determine the roles of responsibilities of the other counseling staff including 
 caseload assignments. 
 Develop a plan for the use of time for direct and indirect services to the 
 students. 
 Obtain the dates for the advisory council meetings and include them on the 
 agreement. 
 Decide upon professional development attendance and obtain dates, 
 information, and costs for these. 
 Prepare budget information for materials and supplies need for the upcoming 
 school year. 
 Meet with the principal, go over the agreement and obtain signatures prior to 
 the beginning of the school year. 
c. Identifying ASCA-recommended time distribution for the delivery of direct and 
indirect services. The ASCA National Model recommends that 80 percent or more of the 
counselor’s time should be spent in direct student services. 
COSC 661 
2. Describe the purpose and functions of an advisory council and identify who 
would invite to be members of the committee and why. 
 Possible invitees to serve on the advisory committee would include students, 
parents/guardians, educators, businesses, and community organizations. The ASCA 
recommends a minimum of eight members to a maximum of 20. The purpose of an advisory 
council is to “review and advise on the implementation of the school counseling program” 
(ASCA National Model, 2012). 
3.Describe how data and technology is integrated in a comprehensive school counseling 
program. Your paragraph description should include the following needs identification, 
achievement outcomes, counseling outcomes and progress, closing achievement gaps, 
demonstrating overall program.
 A foundational component of the school counseling program is data. Data 
information is necessary to formulate goals of the school counseling program. This is an 
 essential aspect of the identification procedure. Achievement outcomes are realized when 
data is reviewed and analyzed. Additionally, data assist in establishing goals to lesson 
achievement gaps. Data is also utilized to monitor school counseling program effectiveness 
moving forward. 
4.Describe both “action plans” and “closing-the-gap action plans”: 
 Action plans provide vital documentation of the activities and impact of a 
comprehensive school counseling program. Additionally, action plans help in the 
development and management of important school counselor interventions. Action plans are 
implemented in various areas such as, school counseling curriculum, closing-the-gap 
activities, and small groups. 
 Small group action plan entails: designated counselor, ASCA Domain, Standard and 
 Student Competency, outline of group sessions to be delivered, resources needed, 
 projected number of students affected, type of surveys (perception data), and projected 
 start and end date. 
 Curriculum action plans are activities and lessons associated to goals. Key components of 
 the curriculum action plan entails grade level, lesson topic, ASCA Domain, Standard and 
 Competency, materials and curriculum lists, projected start and end dates, projected 
COSC 661 
 number of students affected types of surveys or assessments to be utilized (perception 
 data), attendance, achievement and student behavior data and contact person. 
 Closing-the -gap action plan contains: ASCA Domain, designated counselor, Standard 
 and Student Competency, type of activities to be delivered and in what matter, resources 
 needed, projected number of students affected (process data), type of surveys (perception 
 data), achievement, attendance, and behavior data to be collected (outcome data), and 
 projected start and end dates. 
5.Discuss the purpose of an annual, monthly, and weekly school counselor calendar and 
attach a sample of a one-month (any month) calendar depicting the role and functions 
of the school counselor. 
 A proactive professional school counselor will plan annually prior to the start of the 
academic school year. School counselor will take into consideration all school scheduled 
days closed throughout the school year and added this into school counseling calendar. All 
school counseling services should be noted on calendar monthly and weekly including days 
 of the week along with times noted. Weekly plans include classroom counseling lessons 
(Individual and group). School counseling calendars should be accessible to school staff, 
administration, student, and parents. School counselors can provide school counseling 
schedules by brochures, posting, and student/parent school handbook and school website 
under school counseling webpage. 
Component #3: Deliver 
1. Describe and attach five examples of school counseling core curriculum in the form 
of a classroom guidance lesson using the following topics (bullying, communication, 
leadership, emotional regulation, friendship, career discovery, career exploration, 
study tips, etc.). Discuss whether classroom guidance lessons are considered a direct 
or indirect student service and whether classroom guidance lessons are considered 
preventative or responsive in nature. 
Note I have attached my k-12 classroom lesson plan. Lesson is topic is ‘Making 
Good Choices’. My classroom lesson ‘Making Good Choices’ is a direct student 
service due to this lesson is offered directly to students. Additionally, this lesson 
is considered preventive in nature due to it will be presented initially in the start 
of the new school year. Regarding the individual needs of the student by placing 
 students in multiple groups with other peers’ collaborative discussion. The 
COSC 661 
delivery system includes school counselor and students participatory modeling, 
reading aloud class involved, discussion among peer to peer and lesson 
processing. 
2. Identify developmentally appropriate, culturally sensitive classroom/group 
behavioral management strategies used in the implementation of the school 
counseling core curriculum that are motivational and maximize learning for a 
diverse student body. 
Strategies for classroom/group behavioral management include developmentary 
appropriate expectations to ensure achievement of classroom lesson. Student 
participation expectations are explained and discussed with students at the time of 
the initial lesson both written and verbally presented. Student spacing is important 
and fluid based on lesson tasks. Time management is very important it is always 
good management to build in a 10-minute window of time for the unpredictable. 
Additionally, be mindful of the diversity of your students present in each class 
and support as needed. 
3. Describe and attach an example of an individual counseling session outline. Discuss 
whether individual counseling is considered a direct or indirect student service and 
whether individual counseling is considered preventative or responsive in nature. 
Demonstrate your understanding of the importance of personal integrity and 
sensitivity to human needs in the delivery of individual counseling services. 
Note! Example of Individual Counseling Session Outline is Attached. 
 Planning lessons are considered indirect hours due to the nature of task is 
considered time spent on management of school counseling services for student. 
Furthermore, student lesson planning is responsive in nature due to students 
learning needs and preferences regarding planning with end in mind. 
4. Describe an example of individual student planning. Discuss individual student 
planning is considered a direct or indirect student service and whether individual 
student planning is preventative or responsive in nature. 
This following example of individual student planning is specific to 9th-12th grade. 
First steps of individual student lesson planning is goal setting in various specific 
areas, such as, academic goal setting and postsecondary plans. Student goal setting 
initially should be in collaboration with student and counselor discussions requires 
COSC 661 
direct services. Once established formatting student plan goals can be continued as an 
indirect service potentially. Reviewing student grades and developing counseling 
interventions should be an ongoing discussion with collaboration with student assist 
them in making informed decisions regarding their current and future aspirations. 
Discussions planning student’s areas of improvements as needed this is both 
 preventative and proactive in nature. 
5. Describe and attach an example of collaboration by way of a parent/teacher 
workshop. Discuss whether a parent/teacher workshop is considered a direct or 
indirect student service. Demonstrate your understanding of the need for reflective 
practices in determining the need for consultation, collaboration, and referrals. 
Draft and attach a generic letter to 1) parents, 2) teachers, and 3) community 
organizers for collaborative partnerships. 
My understanding of the need for reflective practices regarding consultation, 
collaboration, and referral is that reflective practice permits school counselor to 
provide school counseling services to the highest standards. Collaboration and 
transparency with other helping professionals assist that counselor don’t waste 
efforts and time on methods that are not efficacious and repeat methods that do 
work in the best interest of the student. 
Parent/ Teacher workshop and example letters to the above mentioned are 
considered 
indirect counseling services because they are not a face -to-face intervention with 
 student. 
 Note attached is Parent/teacher Workshop Agenda 
 Note attached is Generic Letters:
6. Describe small group counseling and attach five group lessons targeting the 
following themes: gender specific (a group only for girls or boys), culturally specific 
(a group for a specific culture (i.e., Asian culture, Black culture, Hispanic or 
Mexican culture, LGBTQ+), and a career discovery. Discuss whether group 
counseling is considered a direct or indirect student service and whether group 
counseling is preventative or responsive in nature. 
Small school group counseling sessions focus on areas of topic regarding students 
academic, social/emotional and career development. The foundational component 
of small group counseling is to help and support students by enhancing 
development of awareness regarding student’s interpersonal skills and further 
their development of strategies to achieve best outcomes that positively affect 
COSC 661 
their goals. Small group counseling is considered direct service due to face -toface implementation of intervention involving participation of student(s). 
Note see attached small group lesson attached. 
7. Discuss when and why a school counselor might make a referral to an outside 
agency/community resource. 
There are various reasons for a school counselor to refer a student to an outside 
agency/community resource. Be assessed that referral outside school counseling is 
always for the betterment of the student. Referrals do not always mean 
termination of school counseling services it can also mean a collaborative effort 
of services with other helping services in combination. Referrals also can mean 
additional services the school counseling program currently does not offer due to 
availability limitations of specialized professional specific therapist. Additionally, 
 other reasons for referral student require more in depth and complex counseling 
than a school counselor can offer in school setting. Therefore, school counselor 
may identify the student’s mental health status needs extensive evaluation and 
testing. 
Component #4: Assess 
1. Describe the purpose of “Classroom and Group Mindsets & Behaviors Results 
Report” and identify essential elements of a results report. Create or attach a 
sample result report that you may have created in any of your courses as a sample 
to illustrate your understanding 
The purpose of the “Classroom and Group Mindsets & Behaviors Results Report” 
is used to assist in organizing and report results of school counseling classroom 
lessons and small group intervention activities. Additionally, report is to function 
regarding to inform school counseling program improvement. Essential elements 
of the results report are as follows; Grade level, lesson topic, ASCA Mindsets and 
behaviors, ASCA Domain, Standards, and Competency, Process Data (# of 
students affected), Perception Data, Outcome Data, Implications and Curriculum 
Materials. 
 Note School counseling classroom results report attached. 
COSC 661 
2. Describe the difference between participation data, mindsets & behaviors data, and 
outcome data. Describe in detail a process for assessing the effectiveness of a 
comprehensive school counseling program using participation data, mindsets & 
behaviors data, and outcome data. 
The difference between difference between participation data, mindset & 
behaviors data and outcome data is they each have a specific role to play. 
Participation data ASCA role is to identify expected number of students who will 
participate and planned length of school counseling lesson. Job of the mindsets & 
behaviors data promote mindsets and behaviors that enhance the learning process 
of student. Therefore, the student establishes readiness to pursue future college 
and or career aspirations. Outcome data is utilized for assessing changes to data 
upon completion of intervention. The results serve as a reliable support in student 
achievement or impact regarding the duration of intervention. All specific in 
nature but, collaboratively enhances school counseling directional productivity. 
3. Discuss the importance of the “School Counselor Performance Appraisal” in 
relation to the two major functions of a school counseling program: A) Professional 
Beliefs and B) Professional Responsibilities. 
The primary importance of “School Counselor Performance Appraisal” is to 
ensure school counselor’s effectiveness on student achievement. A school 
counselors’ primary responsibility is to assist students by providing socialemotional support, academic achievement and reach their highest potential toward 
career aspirations that are realist and obtainable. School counselor’s professional 
beliefs are based on the highest moral and ethical standards to enhance all 
student’s development. 
4. Discuss the role of accountability in identifying “how students are different because 
of participation in a comprehensive school counseling program”. 
When students participate and experience exposure to an effective comprehensive 
school counseling program it will make impactful positive changes regarding 
students’ ability to thrive and achieve their goal. Increase accountability is a very 
important element that school counselors are called on to perform regards to 
evaluating counseling programs and interventions on a consistent basis. 
Therefore, students will benefit from a high-quality comprehensive school 
COSC 661 
counseling programs efforts and supports. Effective comprehensive counseling 
offers benefits to the student such as building self-confidence, become effective 
learners and develop interpersonal social skills. School comprehensive school 
counseling programs tend to be proactive and preventative by nature which is an 
important plus for students and parents. 
References 
American Counseling Association. (2014). ACA Code of Ethics, Alexandria, VA: 
American School Counselor Associations, n.d. Web. 24 April 2014BENCHMARK COMPREHENSIVE SCHOOL COUNSELING PROGRAM TEMPLATE* 
Please type directly in this template to structure your Benchmark Comprehensive School 
Counseling Program Assignment, retaining all original language and headings. Students may 
use assignments completed in the course or other Liberty School Counseling courses to satisfy 
relative components of the benchmark assignment. 
ASSIGNMENT GUIDELINES
1. When creating the program, each component must mirror the headings of the template 
since each heading is a separate section of the template. 
2. The only files that should be attached when uploading your assignment are required or 
desired supplemental forms such as those noted in some components of the template 
(e.g., action plans, results reports, guidance curriculum lessons, assessments, generic 
community or staff letters, etc.). Attachments do not take the place of fully responding to 
the template items—attachments are for supplementing or exemplifying template 
components only. 
3. Please keep the exact, descriptive language in the template as part of your headings. Use 
single spacing in the template with double spaces between paragraphs. APA style is only 
required for citations and references. You may use lists and bullets, but should NOT use 
tables, figures, or pictures—only use text under each heading. 
4. Under each heading and question in the template, you will fully respond to the questions, 
in addition to responding to the components’ requirements in the template. Please mirror 
the headings of the template as well as each numbered item of the template. 
ASSIGNMENT TEMPLATE
Component #1: Define 
1. Describe how these four integral components: leadership, advocacy, collaboration, 
and systemic change are incorporated into the professional functioning of a school 
counselor and the framework of the ASCA National Model. 
Leadership: 
 The American School Counselor Association (ASCA) National Model specifies 
varying themes a professional school counselor can demonstrate leadership such as, 
 human resource leadership, symbolic leadership, political leadership, and structural 
leadership. 
 Structural school counseling leadership tend to be analytical when formatting 
school counseling interventions. School counselors utilize data to analyze efficacy of 
school counseling services including service assessments, service outcomes and 
organizational needs. When designing foundational school counseling service, the 
counselor must also be mindful that services promote student learning. 
COSC 661 
 Human resource leadership focus in school counseling program is to be 
supportive and advocate for all students. This includes school counselors inspiring the 
student that they have the skills and ability to achieve their goals. Therefore, motivating 
the student to participate moving forward toward their current and future goals. 
Efficacious leadership entails the focus on the ability of the school counselor to provide 
continued supportive guidance and relevant instruction. Additionally, transparency is a 
key component of the school counseling program when partnering with student, parents, 
colleagues, and community regarding goals and plans to accomplish mission statement 
for school counseling program services. 
 Symbolic leadership the responsibility role of the school counselor includes 
consistent counseling program evaluation, review data regarding school counseling 
program for efficacy, and role modeling. The role of the school counselor in respect to 
symbolic leadership is to be mindful of the ASCA Ethical Standards are adequately 
represented within the school counseling program. 
 Political leadership theme includes the insurance of a successful school 
counseling program by establishing an advisory council. School advisory council 
 assist in supporting student accomplishment and provide student the opportunity 
to acquire quality academic experiences. Collaboration with school counselor, 
school professional staff, community businesses/organizations and parents. 
 Advocacy: 
A vital responsibility as a professional school counselor is an advocate for all 
students whom they serve. School counselors assist students by encouraging 
 student achievement, and advocate in the best interest of the st
Goals (Personal & Professional): Marie Postiglione-Dupell
BENCHMARK COMPREHENSIVE SCHOOL COUNSELING PROGRAM TEMPLATE* 
Please type directly in this template to structure your Benchmark Comprehensive School 
Counseling Program Assignment, retaining all original language and headings. Students may 
use assignments completed in the course or other Liberty School Counseling courses to satisfy 
relative components of the benchmark assignment. 
ASSIGNMENT GUIDELINES
1. When creating the program, each component must mirror the headings of the template 
since each heading is a separate section of the template. 
2. The only files that should be attached when uploading your assignment are required or 
desired supplemental forms such as those noted in some components of the template 
(e.g., action plans, results reports, guidance curriculum lessons, assessments, generic 
community or staff letters, etc.). Attachments do not take the place of fully responding to 
the template items—attachments are for supplementing or exemplifying template 
components only. 
3. Please keep the exact, descriptive language in the template as part of your headings. Use 
single spacing in the template with double spaces between paragraphs. APA style is only 
required for citations and references. You may use lists and bullets, but should NOT use 
tables, figures, or pictures—only use text under each heading. 
4. Under each heading and question in the template, you will fully respond to the questions, 
in addition to responding to the components’ requirements in the template. Please mirror 
the headings of the template as well as each numbered item of the template. 
ASSIGNMENT TEMPLATE
Component #1: Define 
1. Describe how these four integral components: leadership, advocacy, collaboration, 
and systemic change are incorporated into the professional functioning of a school 
counselor and the framework of the ASCA National Model. 
Leadership: 
 The American School Counselor Association (ASCA) National Model specifies 
varying themes a professional school counselor can demonstrate leadership such as, 
 human resource leadership, symbolic leadership, political leadership, and structural 
leadership. 
 Structural school counseling leadership tend to be analytical when formatting 
school counseling interventions. School counselors utilize data to analyze efficacy of 
school counseling services including service assessments, service outcomes and 
organizational needs. When designing foundational school counseling service, the 
counselor must also be mindful that services promote student learning. 
COSC 661 
 Human resource leadership focus in school counseling program is to be 
supportive and advocate for all students. This includes school counselors inspiring the 
student that they have the skills and ability to achieve their goals. Therefore, motivating 
the student to participate moving forward toward their current and future goals. 
Efficacious leadership entails the focus on the ability of the school counselor to provide 
continued supportive guidance and relevant instruction. Additionally, transparency is a 
key component of the school counseling program when partnering with student, parents, 
colleagues, and community regarding goals and plans to accomplish mission statement 
for school counseling program services. 
 Symbolic leadership the responsibility role of the school counselor includes 
consistent counseling program evaluation, review data regarding school counseling 
program for efficacy, and role modeling. The role of the school counselor in respect to 
symbolic leadership is to be mindful of the ASCA Ethical Standards are adequately 
represented within the school counseling program. 
 Political leadership theme includes the insurance of a successful school 
counseling program by establishing an advisory council. School advisory council 
 assist in supporting student accomplishment and provide student the opportunity 
to acquire quality academic experiences. Collaboration with school counselor, 
school professional staff, community businesses/organizations and parents. 
 Advocacy: 
A vital responsibility as a professional school counselor is an advocate for all 
students whom they serve. School counselors assist students by encouraging 
 student achievement, and advocate in the best interest of the student regarding 
their individual aspirations. School counselors provide services to students both 
indirect and direct as needed to ensure success. 
 Collaboration: 
The professional school counselor collaborates routinely with partners from within the 
 school environment and local community organizations. School counselors need to 
realize they cannot alone provide efficacious student and school outcomes without 
partners. One of the key responsibilities of a school counselor is to establish and maintain 
a variety of productive partners. 
Systemic Change: 
Professional school counselors consistently use and analyze data to advance a 
COSC 661 
systematic change regarding school counseling program. The school counselor 
focuses on this context to bring to light systemic barriers that impede students’ 
achievement. Additionally, school counselor can make improvements within the 
school counseling program such as varies achievement gaps. Achievement gaps 
may present themselves as negative student behaviors, student truancy and low 
graduation rates. Furthermore, systemic change “occurs when inequitable 
policies, procedures, and attitudes are changed” (ASCA National Model, 2012). 
2.Create a mission statement that includes a list of philosophical guiding principles 
demonstrating critical thinking, problem solving, decision-making, and the 
interpersonal relations with stakeholders. Create and attach a school counseling 
brochure that illustrates your mission statement and school counseling services. 
 Lake Placid Elementary School Counseling Mission Statement in the Lake Placid 
School District provides and supports all students’ intellectual, social, and personal 
development. Partnering with students, school counseling services provide opportunities 
to develop skills in areas of social-emotional growth, problem solving, and organization. 
3.Identify the three interrelated developmental domains (academic development, 
career development and social/emotional development) of a comprehensive school 
counseling program and the domains’ purpose in establishing program and 
curriculum goals. 
 Comprehensive school counseling program consist of three interrelated 
developmental domains which are, academic, career, and personal/social. The focus of 
the academic domain’s is to make sure students acquire the highest achievement ranking 
 regarding academic grades and preventively do not cause a gap in academic 
achievement. The focus of the career domain is development of skills such as decisionmaking and making good choices regarding problem-solving. Furthermore, the career 
domain involves support and guidance regarding future career options. Exposure to 
varying career choices could be very productive by the student to attended job fairs, 
 career shadowing, internships, and networking. Finally, the personal/social domain 
includes developmental of skills necessary for emotional competence. Varying skills 
include working on students’ ability to make good choices and navigate conflict 
resolutions. 
 4.. Describe the relationship between the School Counselor Professional Standards 
& school counseling program that aligns with the ASCA National Model. 
COSC 661 
 Professional school counselors must have the expertise, attitudes, and skills to 
coordinate, develop, execute, and review the comprehensive, results-based, 
developmental school counseling program to warrant it follows the ASCA National 
Model (American School Counselor Association, 2012). 
5. Summarize how the mission statement, philosophical principles, developmental 
domains, and the national standards and competencies form a foundation that 
identifies “what” every student should know and be able to do because of 
participation in a comprehensive school counseling program. 
The school counseling Mission statement is a key component of a comprehensive 
school counseling program. The Mission statement establishes initial direction 
and focus regarding the essential requirements of the students in the school. The 
philosophical principles and developmental domains are employed to develop 
relevant program services that adequately provide the needs of all students. 
Furthermore, this application will assist the student in successfully achieving 
academic goals, career aspirations, social development, and personal outcomes. 
Component #2: Manage 
1. Demonstrate an understanding of the annual administrative agreement by a) 
identifying components of the agreement, b) listing steps for creating an annual 
agreement, and c) identifying ASCA-recommended time distribution for the 
delivery of direct and indirect services. 
Identing components of the agreement: 
 The ASCA Annual Agreement model has the following components: 
 Counselors’ name and school year 
 The school counseling program mission statement 
 School counseling program goals 
 Use of time plan for direct and indirect services 
 Advisory council information including dates of the meetings 
 List of planning and results documents 
 List of any planned professional development 
 Caseload and school counselors’ responsibilities chart showing how large 
the caseload is, and the responsibilities that the counselor will be performing 
that school year 
COSC 661 
 Chart of professional collaboration responsibilities indicating which 
groups the counselor will be collaborating with, how often they will meet 
and who the designator coordinator is of the group. 
 Annual budget information including material and supplies. 
 The times that the office is open, and the counselors’ hours. 
 The roles and responsibilities of other staff and volunteers within the 
Counseling department. 
 Signature lines for the counselor and principal. 
b. Listing steps for creating an annual agreement: 
The step for creating an annual agreement are as follows: 
 Devise the mission statement of the counseling program (if being changed) 
 based upon the school’s mission statement and the district’s mission statement 
 Analyze the school data to determine goals for the upcoming school year. 
 Coordinate with the counseling office’s hours and availability. 
 Meet with collaboration groups to decide on meeting dates and coordinator 
 designation. 
 Determine the roles of responsibilities of the other counseling staff including 
 caseload assignments. 
 Develop a plan for the use of time for direct and indirect services to the 
 students. 
 Obtain the dates for the advisory council meetings and include them on the 
 agreement. 
 Decide upon professional development attendance and obtain dates, 
 information, and costs for these. 
 Prepare budget information for materials and supplies need for the upcoming 
 school year. 
 Meet with the principal, go over the agreement and obtain signatures prior to 
 the beginning of the school year. 
c. Identifying ASCA-recommended time distribution for the delivery of direct and 
indirect services. The ASCA National Model recommends that 80 percent or more of the 
counselor’s time should be spent in direct student services. 
COSC 661 
2. Describe the purpose and functions of an advisory council and identify who 
would invite to be members of the committee and why. 
 Possible invitees to serve on the advisory committee would include students, 
parents/guardians, educators, businesses, and community organizations. The ASCA 
recommends a minimum of eight members to a maximum of 20. The purpose of an advisory 
council is to “review and advise on the implementation of the school counseling program” 
(ASCA National Model, 2012). 
3.Describe how data and technology is integrated in a comprehensive school counseling 
program. Your paragraph description should include the following needs identification, 
achievement outcomes, counseling outcomes and progress, closing achievement gaps, 
demonstrating overall program.
 A foundational component of the school counseling program is data. Data 
information is necessary to formulate goals of the school counseling program. This is an 
 essential aspect of the identification procedure. Achievement outcomes are realized when 
data is reviewed and analyzed. Additionally, data assist in establishing goals to lesson 
achievement gaps. Data is also utilized to monitor school counseling program effectiveness 
moving forward. 
4.Describe both “action plans” and “closing-the-gap action plans”: 
 Action plans provide vital documentation of the activities and impact of a 
comprehensive school counseling program. Additionally, action plans help in the 
development and management of important school counselor interventions. Action plans are 
implemented in various areas such as, school counseling curriculum, closing-the-gap 
activities, and small groups. 
 Small group action plan entails: designated counselor, ASCA Domain, Standard and 
 Student Competency, outline of group sessions to be delivered, resources needed, 
 projected number of students affected, type of surveys (perception data), and projected 
 start and end date. 
 Curriculum action plans are activities and lessons associated to goals. Key components of 
 the curriculum action plan entails grade level, lesson topic, ASCA Domain, Standard and 
 Competency, materials and curriculum lists, projected start and end dates, projected 
COSC 661 
 number of students affected types of surveys or assessments to be utilized (perception 
 data), attendance, achievement and student behavior data and contact person. 
 Closing-the -gap action plan contains: ASCA Domain, designated counselor, Standard 
 and Student Competency, type of activities to be delivered and in what matter, resources 
 needed, projected number of students affected (process data), type of surveys (perception 
 data), achievement, attendance, and behavior data to be collected (outcome data), and 
 projected start and end dates. 
5.Discuss the purpose of an annual, monthly, and weekly school counselor calendar and 
attach a sample of a one-month (any month) calendar depicting the role and functions 
of the school counselor. 
 A proactive professional school counselor will plan annually prior to the start of the 
academic school year. School counselor will take into consideration all school scheduled 
days closed throughout the school year and added this into school counseling calendar. All 
school counseling services should be noted on calendar monthly and weekly including days 
 of the week along with times noted. Weekly plans include classroom counseling lessons 
(Individual and group). School counseling calendars should be accessible to school staff, 
administration, student, and parents. School counselors can provide school counseling 
schedules by brochures, posting, and student/parent school handbook and school website 
under school counseling webpage. 
Component #3: Deliver 
1. Describe and attach five examples of school counseling core curriculum in the form 
of a classroom guidance lesson using the following topics (bullying, communication, 
leadership, emotional regulation, friendship, career discovery, career exploration, 
study tips, etc.). Discuss whether classroom guidance lessons are considered a direct 
or indirect student service and whether classroom guidance lessons are considered 
preventative or responsive in nature. 
Note I have attached my k-12 classroom lesson plan. Lesson is topic is ‘Making 
Good Choices’. My classroom lesson ‘Making Good Choices’ is a direct student 
service due to this lesson is offered directly to students. Additionally, this lesson 
is considered preventive in nature due to it will be presented initially in the start 
of the new school year. Regarding the individual needs of the student by placing 
 students in multiple groups with other peers’ collaborative discussion. The 
COSC 661 
delivery system includes school counselor and students participatory modeling, 
reading aloud class involved, discussion among peer to peer and lesson 
processing. 
2. Identify developmentally appropriate, culturally sensitive classroom/group 
behavioral management strategies used in the implementation of the school 
counseling core curriculum that are motivational and maximize learning for a 
diverse student body. 
Strategies for classroom/group behavioral management include developmentary 
appropriate expectations to ensure achievement of classroom lesson. Student 
participation expectations are explained and discussed with students at the time of 
the initial lesson both written and verbally presented. Student spacing is important 
and fluid based on lesson tasks. Time management is very important it is always 
good management to build in a 10-minute window of time for the unpredictable. 
Additionally, be mindful of the diversity of your students present in each class 
and support as needed. 
3. Describe and attach an example of an individual counseling session outline. Discuss 
whether individual counseling is considered a direct or indirect student service and 
whether individual counseling is considered preventative or responsive in nature. 
Demonstrate your understanding of the importance of personal integrity and 
sensitivity to human needs in the delivery of individual counseling services. 
Note! Example of Individual Counseling Session Outline is Attached. 
 Planning lessons are considered indirect hours due to the nature of task is 
considered time spent on management of school counseling services for student. 
Furthermore, student lesson planning is responsive in nature due to students 
learning needs and preferences regarding planning with end in mind. 
4. Describe an example of individual student planning. Discuss individual student 
planning is considered a direct or indirect student service and whether individual 
student planning is preventative or responsive in nature. 
This following example of individual student planning is specific to 9th-12th grade. 
First steps of individual student lesson planning is goal setting in various specific 
areas, such as, academic goal setting and postsecondary plans. Student goal setting 
initially should be in collaboration with student and counselor discussions requires 
COSC 661 
direct services. Once established formatting student plan goals can be continued as an 
indirect service potentially. Reviewing student grades and developing counseling 
interventions should be an ongoing discussion with collaboration with student assist 
them in making informed decisions regarding their current and future aspirations. 
Discussions planning student’s areas of improvements as needed this is both 
 preventative and proactive in nature. 
5. Describe and attach an example of collaboration by way of a parent/teacher 
workshop. Discuss whether a parent/teacher workshop is considered a direct or 
indirect student service. Demonstrate your understanding of the need for reflective 
practices in determining the need for consultation, collaboration, and referrals. 
Draft and attach a generic letter to 1) parents, 2) teachers, and 3) community 
organizers for collaborative partnerships. 
My understanding of the need for reflective practices regarding consultation, 
collaboration, and referral is that reflective practice permits school counselor to 
provide school counseling services to the highest standards. Collaboration and 
transparency with other helping professionals assist that counselor don’t waste 
efforts and time on methods that are not efficacious and repeat methods that do 
work in the best interest of the student. 
Parent/ Teacher workshop and example letters to the above mentioned are 
considered 
indirect counseling services because they are not a face -to-face intervention with 
 student. 
 Note attached is Parent/teacher Workshop Agenda 
 Note attached is Generic Letters:
6. Describe small group counseling and attach five group lessons targeting the 
following themes: gender specific (a group only for girls or boys), culturally specific 
(a group for a specific culture (i.e., Asian culture, Black culture, Hispanic or 
Mexican culture, LGBTQ+), and a career discovery. Discuss whether group 
counseling is considered a direct or indirect student service and whether group 
counseling is preventative or responsive in nature. 
Small school group counseling sessions focus on areas of topic regarding students 
academic, social/emotional and career development. The foundational component 
of small group counseling is to help and support students by enhancing 
development of awareness regarding student’s interpersonal skills and further 
their development of strategies to achieve best outcomes that positively affect 
COSC 661 
their goals. Small group counseling is considered direct service due to face -toface implementation of intervention involving participation of student(s). 
Note see attached small group lesson attached. 
7. Discuss when and why a school counselor might make a referral to an outside 
agency/community resource. 
There are various reasons for a school counselor to refer a student to an outside 
agency/community resource. Be assessed that referral outside school counseling is 
always for the betterment of the student. Referrals do not always mean 
termination of school counseling services it can also mean a collaborative effort 
of services with other helping services in combination. Referrals also can mean 
additional services the school counseling program currently does not offer due to 
availability limitations of specialized professional specific therapist. Additionally, 
 other reasons for referral student require more in depth and complex counseling 
than a school counselor can offer in school setting. Therefore, school counselor 
may identify the student’s mental health status needs extensive evaluation and 
testing. 
Component #4: Assess 
1. Describe the purpose of “Classroom and Group Mindsets & Behaviors Results 
Report” and identify essential elements of a results report. Create or attach a 
sample result report that you may have created in any of your courses as a sample 
to illustrate your understanding 
The purpose of the “Classroom and Group Mindsets & Behaviors Results Report” 
is used to assist in organizing and report results of school counseling classroom 
lessons and small group intervention activities. Additionally, report is to function 
regarding to inform school counseling program improvement. Essential elements 
of the results report are as follows; Grade level, lesson topic, ASCA Mindsets and 
behaviors, ASCA Domain, Standards, and Competency, Process Data (# of 
students affected), Perception Data, Outcome Data, Implications and Curriculum 
Materials. 
 Note School counseling classroom results report attached. 
COSC 661 
2. Describe the difference between participation data, mindsets & behaviors data, and 
outcome data. Describe in detail a process for assessing the effectiveness of a 
comprehensive school counseling program using participation data, mindsets & 
behaviors data, and outcome data. 
The difference between difference between participation data, mindset & 
behaviors data and outcome data is they each have a specific role to play. 
Participation data ASCA role is to identify expected number of students who will 
participate and planned length of school counseling lesson. Job of the mindsets & 
behaviors data promote mindsets and behaviors that enhance the learning process 
of student. Therefore, the student establishes readiness to pursue future college 
and or career aspirations. Outcome data is utilized for assessing changes to data 
upon completion of intervention. The results serve as a reliable support in student 
achievement or impact regarding the duration of intervention. All specific in 
nature but, collaboratively enhances school counseling directional productivity. 
3. Discuss the importance of the “School Counselor Performance Appraisal” in 
relation to the two major functions of a school counseling program: A) Professional 
Beliefs and B) Professional Responsibilities. 
The primary importance of “School Counselor Performance Appraisal” is to 
ensure school counselor’s effectiveness on student achievement. A school 
counselors’ primary responsibility is to assist students by providing socialemotional support, academic achievement and reach their highest potential toward 
career aspirations that are realist and obtainable. School counselor’s professional 
beliefs are based on the highest moral and ethical standards to enhance all 
student’s development. 
4. Discuss the role of accountability in identifying “how students are different because 
of participation in a comprehensive school counseling program”. 
When students participate and experience exposure to an effective comprehensive 
school counseling program it will make impactful positive changes regarding 
students’ ability to thrive and achieve their goal. Increase accountability is a very 
important element that school counselors are called on to perform regards to 
evaluating counseling programs and interventions on a consistent basis. 
Therefore, students will benefit from a high-quality comprehensive school 
COSC 661 
counseling programs efforts and supports. Effective comprehensive counseling 
offers benefits to the student such as building self-confidence, become effective 
learners and develop interpersonal social skills. School comprehensive school 
counseling programs tend to be proactive and preventative by nature which is an 
important plus for students and parents. 
References 
American Counseling Association. (2014). ACA Code of Ethics, Alexandria, VA: 
American School Counselor Associations, n.d. Web. 24 April 2014BENCHMARK COMPREHENSIVE SCHOOL COUNSELING PROGRAM TEMPLATE* 
Please type directly in this template to structure your Benchmark Comprehensive School 
Counseling Program Assignment, retaining all original language and headings. Students may 
use assignments completed in the course or other Liberty School Counseling courses to satisfy 
relative components of the benchmark assignment. 
ASSIGNMENT GUIDELINES
1. When creating the program, each component must mirror the headings of the template 
since each heading is a separate section of the template. 
2. The only files that should be attached when uploading your assignment are required or 
desired supplemental forms such as those noted in some components of the template 
(e.g., action plans, results reports, guidance curriculum lessons, assessments, generic 
community or staff letters, etc.). Attachments do not take the place of fully responding to 
the template items—attachments are for supplementing or exemplifying template 
components only. 
3. Please keep the exact, descriptive language in the template as part of your headings. Use 
single spacing in the template with double spaces between paragraphs. APA style is only 
required for citations and references. You may use lists and bullets, but should NOT use 
tables, figures, or pictures—only use text under each heading. 
4. Under each heading and question in the template, you will fully respond to the questions, 
in addition to responding to the components’ requirements in the template. Please mirror 
the headings of the template as well as each numbered item of the template. 
ASSIGNMENT TEMPLATE
Component #1: Define 
1. Describe how these four integral components: leadership, advocacy, collaboration, 
and systemic change are incorporated into the professional functioning of a school 
counselor and the framework of the ASCA National Model. 
Leadership: 
 The American School Counselor Association (ASCA) National Model specifies 
varying themes a professional school counselor can demonstrate leadership such as, 
 human resource leadership, symbolic leadership, political leadership, and structural 
leadership. 
 Structural school counseling leadership tend to be analytical when formatting 
school counseling interventions. School counselors utilize data to analyze efficacy of 
school counseling services including service assessments, service outcomes and 
organizational needs. When designing foundational school counseling service, the 
counselor must also be mindful that services promote student learning. 
COSC 661 
 Human resource leadership focus in school counseling program is to be 
supportive and advocate for all students. This includes school counselors inspiring the 
student that they have the skills and ability to achieve their goals. Therefore, motivating 
the student to participate moving forward toward their current and future goals. 
Efficacious leadership entails the focus on the ability of the school counselor to provide 
continued supportive guidance and relevant instruction. Additionally, transparency is a 
key component of the school counseling program when partnering with student, parents, 
colleagues, and community regarding goals and plans to accomplish mission statement 
for school counseling program services. 
 Symbolic leadership the responsibility role of the school counselor includes 
consistent counseling program evaluation, review data regarding school counseling 
program for efficacy, and role modeling. The role of the school counselor in respect to 
symbolic leadership is to be mindful of the ASCA Ethical Standards are adequately 
represented within the school counseling program. 
 Political leadership theme includes the insurance of a successful school 
counseling program by establishing an advisory council. School advisory council 
 assist in supporting student accomplishment and provide student the opportunity 
to acquire quality academic experiences. Collaboration with school counselor, 
school professional staff, community businesses/organizations and parents. 
 Advocacy: 
A vital responsibility as a professional school counselor is an advocate for all 
students whom they serve. School counselors assist students by encouraging 
 student achievement, and advocate in the best interest of the student regarding 
their individual aspirations. School counselors provide services to students both 
indirect and direct as needed to ensure success. 
 Collaboration: 
The professional school counselor collaborates routinely with partners from within the 
 school environment and local community organizations. School counselors need to 
realize they cannot alone provide efficacious student and school outcomes without 
partners. One of the key responsibilities of a school counselor is to establish and maintain 
a variety of productive partners. 
Systemic Change: 
Professional school counselors consistently use and analyze data to advance a 
COSC 661 
systematic change regarding school counseling program. The school counselor 
focuses on this context to bring to light systemic barriers that impede students’ 
achievement. Additionally, school counselor can make improvements within the 
school counseling program such as varies achievement gaps. Achievement gaps 
may present themselves as negative student behaviors, student truancy and low 
graduation rates. Furthermore, systemic change “occurs when inequitable 
policies, procedures, and attitudes are changed” (ASCA National Model, 2012). 
2.Create a mission statement that includes a list of philosophical guiding principles 
demonstrating critical thinking, problem solving, decision-making, and the 
interpersonal relations with stakeholders. Create and attach a school counseling 
brochure that illustrates your mission statement and school counseling services. 
 Lake Placid Elementary School Counseling Mission Statement in the Lake Placid 
School District provides and supports all students’ intellectual, social, and personal 
development. Partnering with students, school counseling services provide opportunities 
to develop skills in areas of social-emotional growth, problem solving, and organization. 
3.Identify the three interrelated developmental domains (academic development, 
career development and social/emotional development) of a comprehensive school 
counseling program and the domains’ purpose in establishing program and 
curriculum goals. 
 Comprehensive school counseling program consist of three interrelated 
developmental domains which are, academic, career, and personal/social. The focus of 
the academic domain’s is to make sure students acquire the highest achievement ranking 
 regarding academic grades and preventively do not cause a gap in academic 
achievement. The focus of the career domain is development of skills such as decisionmaking and making good choices regarding problem-solving. Furthermore, the career 
domain involves support and guidance regarding future career options. Exposure to 
varying career choices could be very productive by the student to attended job fairs, 
 career shadowing, internships, and networking. Finally, the personal/social domain 
includes developmental of skills necessary for emotional competence. Varying skills 
include working on students’ ability to make good choices and navigate conflict 
resolutions. 
 4.. Describe the relationship between the School Counselor Professional Standards 
& school counseling program that aligns with the ASCA National Model. 
COSC 661 
 Professional school counselors must have the expertise, attitudes, and skills to 
coordinate, develop, execute, and review the comprehensive, results-based, 
developmental school counseling program to warrant it follows the ASCA National 
Model (American School Counselor Association, 2012). 
5. Summarize how the mission statement, philosophical principles, developmental 
domains, and the national standards and competencies form a foundation that 
identifies “what” every student should know and be able to do because of 
participation in a comprehensive school counseling program. 
The school counseling Mission statement is a key component of a comprehensive 
school counseling program. The Mission statement establishes initial direction 
and focus regarding the essential requirements of the students in the school. The 
philosophical principles and developmental domains are employed to develop 
relevant program services that adequately provide the needs of all students. 
Furthermore, this application will assist the student in successfully achieving 
academic goals, career aspirations, social development, and personal outcomes. 
Component #2: Manage 
1. Demonstrate an understanding of the annual administrative agreement by a) 
identifying components of the agreement, b) listing steps for creating an annual 
agreement, and c) identifying ASCA-recommended time distribution for the 
delivery of direct and indirect services. 
Identing components of the agreement: 
 The ASCA Annual Agreement model has the following components: 
 Counselors’ name and school year 
 The school counseling program mission statement 
 School counseling program goals 
 Use of time plan for direct and indirect services 
 Advisory council information including dates of the meetings 
 List of planning and results documents 
 List of any planned professional development 
 Caseload and school counselors’ responsibilities chart showing how large 
the caseload is, and the responsibilities that the counselor will be performing 
that school year 
COSC 661 
 Chart of professional collaboration responsibilities indicating which 
groups the counselor will be collaborating with, how often they will meet 
and who the designator coordinator is of the group. 
 Annual budget information including material and supplies. 
 The times that the office is open, and the counselors’ hours. 
 The roles and responsibilities of other staff and volunteers within the 
Counseling department. 
 Signature lines for the counselor and principal. 
b. Listing steps for creating an annual agreement: 
The step for creating an annual agreement are as follows: 
 Devise the mission statement of the counseling program (if being changed) 
 based upon the school’s mission statement and the district’s mission statement 
 Analyze the school data to determine goals for the upcoming school year. 
 Coordinate with the counseling office’s hours and availability. 
 Meet with collaboration groups to decide on meeting dates and coordinator 
 designation. 
 Determine the roles of responsibilities of the other counseling staff including 
 caseload assignments. 
 Develop a plan for the use of time for direct and indirect services to the 
 students. 
 Obtain the dates for the advisory council meetings and include them on the 
 agreement. 
 Decide upon professional development attendance and obtain dates, 
 information, and costs for these. 
 Prepare budget information for materials and supplies need for the upcoming 
 school year. 
 Meet with the principal, go over the agreement and obtain signatures prior to 
 the beginning of the school year. 
c. Identifying ASCA-recommended time distribution for the delivery of direct and 
indirect services. The ASCA National Model recommends that 80 percent or more of the 
counselor’s time should be spent in direct student services. 
COSC 661 
2. Describe the purpose and functions of an advisory council and identify who 
would invite to be members of the committee and why. 
 Possible invitees to serve on the advisory committee would include students, 
parents/guardians, educators, businesses, and community organizations. The ASCA 
recommends a minimum of eight members to a maximum of 20. The purpose of an advisory 
council is to “review and advise on the implementation of the school counseling program” 
(ASCA National Model, 2012). 
3.Describe how data and technology is integrated in a comprehensive school counseling 
program. Your paragraph description should include the following needs identification, 
achievement outcomes, counseling outcomes and progress, closing achievement gaps, 
demonstrating overall program.
 A foundational component of the school counseling program is data. Data 
information is necessary to formulate goals of the school counseling program. This is an 
 essential aspect of the identification procedure. Achievement outcomes are realized when 
data is reviewed and analyzed. Additionally, data assist in establishing goals to lesson 
achievement gaps. Data is also utilized to monitor school counseling program effectiveness 
moving forward. 
4.Describe both “action plans” and “closing-the-gap action plans”: 
 Action plans provide vital documentation of the activities and impact of a 
comprehensive school counseling program. Additionally, action plans help in the 
development and management of important school counselor interventions. Action plans are 
implemented in various areas such as, school counseling curriculum, closing-the-gap 
activities, and small groups. 
 Small group action plan entails: designated counselor, ASCA Domain, Standard and 
 Student Competency, outline of group sessions to be delivered, resources needed, 
 projected number of students affected, type of surveys (perception data), and projected 
 start and end date. 
 Curriculum action plans are activities and lessons associated to goals. Key components of 
 the curriculum action plan entails grade level, lesson topic, ASCA Domain, Standard and 
 Competency, materials and curriculum lists, projected start and end dates, projected 
COSC 661 
 number of students affected types of surveys or assessments to be utilized (perception 
 data), attendance, achievement and student behavior data and contact person. 
 Closing-the -gap action plan contains: ASCA Domain, designated counselor, Standard 
 and Student Competency, type of activities to be delivered and in what matter, resources 
 needed, projected number of students affected (process data), type of surveys (perception 
 data), achievement, attendance, and behavior data to be collected (outcome data), and 
 projected start and end dates. 
5.Discuss the purpose of an annual, monthly, and weekly school counselor calendar and 
attach a sample of a one-month (any month) calendar depicting the role and functions 
of the school counselor. 
 A proactive professional school counselor will plan annually prior to the start of the 
academic school year. School counselor will take into consideration all school scheduled 
days closed throughout the school year and added this into school counseling calendar. All 
school counseling services should be noted on calendar monthly and weekly including days 
 of the week along with times noted. Weekly plans include classroom counseling lessons 
(Individual and group). School counseling calendars should be accessible to school staff, 
administration, student, and parents. School counselors can provide school counseling 
schedules by brochures, posting, and student/parent school handbook and school website 
under school counseling webpage. 
Component #3: Deliver 
1. Describe and attach five examples of school counseling core curriculum in the form 
of a classroom guidance lesson using the following topics (bullying, communication, 
leadership, emotional regulation, friendship, career discovery, career exploration, 
study tips, etc.). Discuss whether classroom guidance lessons are considered a direct 
or indirect student service and whether classroom guidance lessons are considered 
preventative or responsive in nature. 
Note I have attached my k-12 classroom lesson plan. Lesson is topic is ‘Making 
Good Choices’. My classroom lesson ‘Making Good Choices’ is a direct student 
service due to this lesson is offered directly to students. Additionally, this lesson 
is considered preventive in nature due to it will be presented initially in the start 
of the new school year. Regarding the individual needs of the student by placing 
 students in multiple groups with other peers’ collaborative discussion. The 
COSC 661 
delivery system includes school counselor and students participatory modeling, 
reading aloud class involved, discussion among peer to peer and lesson 
processing. 
2. Identify developmentally appropriate, culturally sensitive classroom/group 
behavioral management strategies used in the implementation of the school 
counseling core curriculum that are motivational and maximize learning for a 
diverse student body. 
Strategies for classroom/group behavioral management include developmentary 
appropriate expectations to ensure achievement of classroom lesson. Student 
participation expectations are explained and discussed with students at the time of 
the initial lesson both written and verbally presented. Student spacing is important 
and fluid based on lesson tasks. Time management is very important it is always 
good management to build in a 10-minute window of time for the unpredictable. 
Additionally, be mindful of the diversity of your students present in each class 
and support as needed. 
3. Describe and attach an example of an individual counseling session outline. Discuss 
whether individual counseling is considered a direct or indirect student service and 
whether individual counseling is considered preventative or responsive in nature. 
Demonstrate your understanding of the importance of personal integrity and 
sensitivity to human needs in the delivery of individual counseling services. 
Note! Example of Individual Counseling Session Outline is Attached. 
 Planning lessons are considered indirect hours due to the nature of task is 
considered time spent on management of school counseling services for student. 
Furthermore, student lesson planning is responsive in nature due to students 
learning needs and preferences regarding planning with end in mind. 
4. Describe an example of individual student planning. Discuss individual student 
planning is considered a direct or indirect student service and whether individual 
student planning is preventative or responsive in nature. 
This following example of individual student planning is specific to 9th-12th grade. 
First steps of individual student lesson planning is goal setting in various specific 
areas, such as, academic goal setting and postsecondary plans. Student goal setting 
initially should be in collaboration with student and counselor discussions requires 
COSC 661 
direct services. Once established formatting student plan goals can be continued as an 
indirect service potentially. Reviewing student grades and developing counseling 
interventions should be an ongoing discussion with collaboration with student assist 
them in making informed decisions regarding their current and future aspirations. 
Discussions planning student’s areas of improvements as needed this is both 
 preventative and proactive in nature. 
5. Describe and attach an example of collaboration by way of a parent/teacher 
workshop. Discuss whether a parent/teacher workshop is considered a direct or 
indirect student service. Demonstrate your understanding of the need for reflective 
practices in determining the need for consultation, collaboration, and referrals. 
Draft and attach a generic letter to 1) parents, 2) teachers, and 3) community 
organizers for collaborative partnerships. 
My understanding of the need for reflective practices regarding consultation, 
collaboration, and referral is that reflective practice permits school counselor to 
provide school counseling services to the highest standards. Collaboration and 
transparency with other helping professionals assist that counselor don’t waste 
efforts and time on methods that are not efficacious and repeat methods that do 
work in the best interest of the student. 
Parent/ Teacher workshop and example letters to the above mentioned are 
considered 
indirect counseling services because they are not a face -to-face intervention with 
 student. 
 Note attached is Parent/teacher Workshop Agenda 
 Note attached is Generic Letters:
6. Describe small group counseling and attach five group lessons targeting the 
following themes: gender specific (a group only for girls or boys), culturally specific 
(a group for a specific culture (i.e., Asian culture, Black culture, Hispanic or 
Mexican culture, LGBTQ+), and a career discovery. Discuss whether group 
counseling is considered a direct or indirect student service and whether group 
counseling is preventative or responsive in nature. 
Small school group counseling sessions focus on areas of topic regarding students 
academic, social/emotional and career development. The foundational component 
of small group counseling is to help and support students by enhancing 
development of awareness regarding student’s interpersonal skills and further 
their development of strategies to achieve best outcomes that positively affect 
COSC 661 
their goals. Small group counseling is considered direct service due to face -toface implementation of intervention involving participation of student(s). 
Note see attached small group lesson attached. 
7. Discuss when and why a school counselor might make a referral to an outside 
agency/community resource. 
There are various reasons for a school counselor to refer a student to an outside 
agency/community resource. Be assessed that referral outside school counseling is 
always for the betterment of the student. Referrals do not always mean 
termination of school counseling services it can also mean a collaborative effort 
of services with other helping services in combination. Referrals also can mean 
additional services the school counseling program currently does not offer due to 
availability limitations of specialized professional specific therapist. Additionally, 
 other reasons for referral student require more in depth and complex counseling 
than a school counselor can offer in school setting. Therefore, school counselor 
may identify the student’s mental health status needs extensive evaluation and 
testing. 
Component #4: Assess 
1. Describe the purpose of “Classroom and Group Mindsets & Behaviors Results 
Report” and identify essential elements of a results report. Create or attach a 
sample result report that you may have created in any of your courses as a sample 
to illustrate your understanding 
The purpose of the “Classroom and Group Mindsets & Behaviors Results Report” 
is used to assist in organizing and report results of school counseling classroom 
lessons and small group intervention activities. Additionally, report is to function 
regarding to inform school counseling program improvement. Essential elements 
of the results report are as follows; Grade level, lesson topic, ASCA Mindsets and 
behaviors, ASCA Domain, Standards, and Competency, Process Data (# of 
students affected), Perception Data, Outcome Data, Implications and Curriculum 
Materials. 
 Note School counseling classroom results report attached. 
COSC 661 
2. Describe the difference between participation data, mindsets & behaviors data, and 
outcome data. Describe in detail a process for assessing the effectiveness of a 
comprehensive school counseling program using participation data, mindsets & 
behaviors data, and outcome data. 
The difference between difference between participation data, mindset & 
behaviors data and outcome data is they each have a specific role to play. 
Participation data ASCA role is to identify expected number of students who will 
participate and planned length of school counseling lesson. Job of the mindsets & 
behaviors data promote mindsets and behaviors that enhance the learning process 
of student. Therefore, the student establishes readiness to pursue future college 
and or career aspirations. Outcome data is utilized for assessing changes to data 
upon completion of intervention. The results serve as a reliable support in student 
achievement or impact regarding the duration of intervention. All specific in 
nature but, collaboratively enhances school counseling directional productivity. 
3. Discuss the importance of the “School Counselor Performance Appraisal” in 
relation to the two major functions of a school counseling program: A) Professional 
Beliefs and B) Professional Responsibilities. 
The primary importance of “School Counselor Performance Appraisal” is to 
ensure school counselor’s effectiveness on student achievement. A school 
counselors’ primary responsibility is to assist students by providing socialemotional support, academic achievement and reach their highest potential toward 
career aspirations that are realist and obtainable. School counselor’s professional 
beliefs are based on the highest moral and ethical standards to enhance all 
student’s development. 
4. Discuss the role of accountability in identifying “how students are different because 
of participation in a comprehensive school counseling program”. 
When students participate and experience exposure to an effective comprehensive 
school counseling program it will make impactful positive changes regarding 
students’ ability to thrive and achieve their goal. Increase accountability is a very 
important element that school counselors are called on to perform regards to 
evaluating counseling programs and interventions on a consistent basis. 
Therefore, students will benefit from a high-quality comprehensive school 
COSC 661 
counseling programs efforts and supports. Effective comprehensive counseling 
offers benefits to the student such as building self-confidence, become effective 
learners and develop interpersonal social skills. School comprehensive school 
counseling programs tend to be proactive and preventative by nature which is an 
important plus for students and parents. 
References 
American Counseling Association. (2014). ACA Code of Ethics, Alexandria, VA: 
American School Counselor Associations, n.d. Web. 24 April 2014BENCHMARK COMPREHENSIVE SCHOOL COUNSELING PROGRAM TEMPLATE* 
Please type directly in this template to structure your Benchmark Comprehensive School 
Counseling Program Assignment, retaining all original language and headings. Students may 
use assignments completed in the course or other Liberty School Counseling courses to satisfy 
relative components of the benchmark assignment. 
ASSIGNMENT GUIDELINES
1. When creating the program, each component must mirror the headings of the template 
since each heading is a separate section of the template. 
2. The only files that should be attached when uploading your assignment are required or 
desired supplemental forms such as those noted in some components of the template 
(e.g., action plans, results reports, guidance curriculum lessons, assessments, generic 
community or staff letters, etc.). Attachments do not take the place of fully responding to 
the template items—attachments are for supplementing or exemplifying template 
components only. 
3. Please keep the exact, descriptive language in the template as part of your headings. Use 
single spacing in the template with double spaces between paragraphs. APA style is only 
required for citations and references. You may use lists and bullets, but should NOT use 
tables, figures, or pictures—only use text under each heading. 
4. Under each heading and question in the template, you will fully respond to the questions, 
in addition to responding to the components’ requirements in the template. Please mirror 
the headings of the template as well as each numbered item of the template. 
ASSIGNMENT TEMPLATE
Component #1: Define 
1. Describe how these four integral components: leadership, advocacy, collaboration, 
and systemic change are incorporated into the professional functioning of a school 
counselor and the framework of the ASCA National Model. 
Leadership: 
 The American School Counselor Association (ASCA) National Model specifies 
varying themes a professional school counselor can demonstrate leadership such as, 
 human resource leadership, symbolic leadership, political leadership, and structural 
leadership. 
 Structural school counseling leadership tend to be analytical when formatting 
school counseling interventions. School counselors utilize data to analyze efficacy of 
school counseling services including service assessments, service outcomes and 
organizational needs. When designing foundational school counseling service, the 
counselor must also be mindful that services promote student learning. 
COSC 661 
 Human resource leadership focus in school counseling program is to be 
supportive and advocate for all students. This includes school counselors inspiring the 
student that they have the skills and ability to achieve their goals. Therefore, motivating 
the student to participate moving forward toward their current and future goals. 
Efficacious leadership entails the focus on the ability of the school counselor to provide 
continued supportive guidance and relevant instruction. Additionally, transparency is a 
key component of the school counseling program when partnering with student, parents, 
colleagues, and community regarding goals and plans to accomplish mission statement 
for school counseling program services. 
 Symbolic leadership the responsibility role of the school counselor includes 
consistent counseling program evaluation, review data regarding school counseling 
program for efficacy, and role modeling. The role of the school counselor in respect to 
symbolic leadership is to be mindful of the ASCA Ethical Standards are adequately 
represented within the school counseling program. 
 Political leadership theme includes the insurance of a successful school 
counseling program by establishing an advisory council. School advisory council 
 assist in supporting student accomplishment and provide student the opportunity 
to acquire quality academic experiences. Collaboration with school counselor, 
school professional staff, community businesses/organizations and parents. 
 Advocacy: 
A vital responsibility as a professional school counselor is an advocate for all 
students whom they serve. School counselors assist students by encouraging 
 student achievement, and advocate in the best interest of the st
Internships: Marie Postiglione-Dupell
FIELD EXPERIENCE PERSONAL REFLEXION
FIELD EXPERIENCE PERSONAL REFLEXION (.docx) 0.04mb
Internships: Marie Postiglione-Dupell
INTERNSHIPS FES
Field Experence Summary (.pdf) 2.11mb
Internships: Marie Postiglione-Dupell
COSC 694 INTERNSHIP 2
CASE CONCEPTUALIZATION (.docx) 0.05mb
Internships: Marie Postiglione-Dupell
COSC 1 INTERNSHIP 1
CASE CONCEPTULIZATION E.C. (.C) 0.06mb
Internships: Marie Postiglione-Dupell
COSC 692/692 PRACTICUM
CLINICAL MENTAL HEALTH CCSR CLINICAL PLACEMENT (.docx) 0.07mb
Licenses & Certifications: Marie Postiglione-Dupell
COSC 694 Cultural Competency Training Certificate
Cultural competency Training Cert (.html) 0.10mb
Licenses & Certifications: Marie Postiglione-Dupell
CERTIFICATIONS
CPR & FIRST AIDE & AED CERT (.pdf) 0.19mb
Licenses & Certifications: Marie Postiglione-Dupell
CERTIFICATION
RESTRAINT CERT (.pdf) 0.08mb
Licenses & Certifications: Marie Postiglione-Dupell
CERTITFICATION
CHILD ABUSE & NEGLECT REPORTING (.pdf) 0.11mb
Licenses & Certifications: Marie Postiglione-Dupell
CERTIFICATIONS
Dsylexia cert (._dsylexia) 0.22mb
Licenses & Certifications: Marie Postiglione-Dupell
ASCA MEMBERSHIP CARD
ASCA CARD (.pdf) 0.09mb
My Bio: Marie Postiglione-Dupell
MY BIO
I am a graduate of Liberty University with an M.Ed. School  Counseling 5-2024. I am currently applying for a provisional license in NYS. Additionally, Currently I am looking for a full-time position as a school counselor for the school year 2024-2025.
Projects: Marie Postiglione-Dupell
INTERNSHIP II CULMINATING PROJECT
PRESENTATION 2 (.pptx) 0.20mb
Projects: Marie Postiglione-Dupell
INTERNSHIP I CULMINATING PROJECT
240422050747_CULMINATING_PROJECT_OAK.pptx (.pptx) 0.26mb
Projects: Marie Postiglione-Dupell
PRACTICUM CULMINATING PROJECT
240422050533_PSYCHO_EDUCATIONAL_SMALL_GROUP_POWER_POINT.pptx (.pptx) 0.45mb
Reflective Journal: Marie Postiglione-Dupell
WORLDVIEW ESSAY
240421031622_World_2.docx (.docx) 0.02mb
Resume & CV: Marie Postiglione-Dupell
RESUME
Final Resume (.docx) 0.03mb