Connecticut School Counseling Framework

Connecticut Comprehensive K–12 School Counseling Framework Guide 1
Connecticut
Comprehensive
K–12 School
Counseling
Framework Guide
Connecticut State Department of Education • November 2020
Connecticut Comprehensive K–12 School Counseling Framework Guide i
State of Connecticut Connecticut State

Ned Lamont Board of Education
Governor Allan B. Taylor, Chairperson
Dr. Estela López, Vice Chairperson
Connecticut State Erin D. Benham
Department of Education Bonnie E. Burr
Erik M. Clemons
Dr. Miguel A. Cardona
Dr. Karen Dubois-Walton
Commissioner
Elwood Exley
Charlene Russell-Tucker Donald F. Harris
Deputy Commissioner Martha Paluch Prou
Awilda Reasco
Desi Nesmith
Malia K. Sieve
Deputy Commissioner
Mark E. Ojakian, Ex-Officio
Health, Nutrition, Family Services Robert J. Trefry, Ex Officio
and Adult Education
John D. Frassinelli The Connecticut State Department of Education does
Division Director not discriminate in any employment practice, education
program, or educational activity on the basis of age,
Kimberly S. Traverso ancestry, color, criminal record, gender identity or
Education Consultant expression, genetic information, intellectual disability,
learning disability, marital status, mental disability/
Communications and disorder (past or present history thereof), national origin,
Community Partnerships physical disability (included but not limited to blindness),
race, religious creed, retaliation (for complaining of
Matt Falconer conduct believed to be discriminatory), sex (including
Editor pregnancy, sexual harassment, and workplace hazards
to the reproductive system), sexual orientation, or any
Andrea Wadowski other basis prohibited by Connecticut state and/or
Graphic Designer federal nondiscrimination laws unless there is a bona
fide occupational qualification excluding persons in
State Education any of the above protected groups. Inquiries regarding
the Connecticut State Department of Education’s
Resource Center nondiscrimination policies should be directed to: Levy
Jeremy Bond Gillespie, Equal Employment Opportunity Director/
Communications, Media Americans with Disabilities Act Coordinator, Connecticut
State Department of Education, 450 Columbus Blvd.,
and Publications Manager
Hartford, CT 06103, 860-807-2071, [email protected]
Permission was received to model Connecticut’s Comprehensive School Counseling Framework after the
ASCA National Model (4th Edition). Some text and documents in the appendices were used with permission
from the American School Counselor Association. When citing this document, please also use the following
reference: Connecticut’s Comprehensive School Counseling Framework adapted from: American School
Counselor Association (2019). The ASCA National Model: A Framework for School Counseling Programs,
Fourth Edition. Alexandria, VA: Author.
Connecticut Comprehensive K–12 School Counseling Framework Guide ii
Contents
Acknowledgments ........................................................................................................................................ iii

School Counseling Framework Model ................................................................................................... iv
Preface ............................................................................................................................................................. v
Introduction .................................................................................................................................................... 1
Section 1: The Big Picture: Systemic Operation of the Connecticut
Comprehensive School Counseling Framework ............................................................................... 3
Section 1: The Big Picture ....................................................................................................................... 4
Six Themes ............................................................................................................................................ 4
Three Domains ..................................................................................................................................... 5
Multi-Tiered System of Supports (MTSS) and the CCSCF ........................................................ 5
Section 2: Building the Four Framework Components .................................................................... 7
Section 2.1: Define .................................................................................................................................... 8
Section 2.2: Build, Implement, Monitor ............................................................................................. 12
Section 2.3: Deliver ................................................................................................................................ 16
Section 2.4: Assess, Act, Announce .................................................................................................. 22
Appendixes ................................................................................................................................................... 24
Appendix A: Student Standards and Competencies ..................................................................... 25
Appendix B: Implementation Guide Action Plan ............................................................................ 40
Appendix C: Connecticut Career Clusters ....................................................................................... 44
Appendix D: CCSCF Crosswalk .......................................................................................................... 45
Appendix E: Sample Job Descriptions by Level ............................................................................. 48
Appendix F: Connecticut School Counseling Framework Assessment ................................... 54
Appendix G: Sample Lesson Plan ...................................................................................................... 57
Appendix H: Sample Annual Calendars ........................................................................................... 58
Appendix I: Needs Assessment Samples ........................................................................................ 61
Appendix J: School Counselor Use of Time-Monthly Report Sample ...................................... 69
Appendix K: Full, Equal and Equitable Partnerships with Families:
Connecticut’s Family Engagement Framework .............................................................................. 70
Appendix L: Resources ......................................................................................................................... 71
References .................................................................................................................................................... 72
Connecticut Comprehensive K–12 School Counseling Framework Guide iii
Acknowledgments
Numerous professionals contributed to the review and development of these guidelines.
A special thank-you to the core writing team for the school counseling guidelines:
Michelle Catucci, Executive Director of Connecticut School Counseling Association (CSCA); Virginia
DeLong, Government Relations, CSCA; Dr. Nicole DeRonck, Associate Professor, WCSU, Co-Chair;
Todd Dyer, CSCA Board Representative, CSCA, Principal Lead; Kimberly S. Traverso, CSDE, Chair.
The Department would also like to extend appreciation to the following individuals on the
Connecticut Comprehensive School Counseling Framework Guide committee:
Kimberly Ambrose, MA, CSCA Secretary, School Sarah L. Jones, M.Ed., Consultant, SERC
Counselor, Farmington Public Schools (currently Meg Lewis, MA, School Counselor, Colchester
Assistant Principal) Public Schools
Patricia L. Anderson, Ph.D., Retired Consultant, Suzanne Loud, MA, Consultant, Academic Office,
Bureau of Special Education, CSDE CSDE
Kathleen Barrett, Ph.D., Professor, University of Bryan Klimkiewicz, Division Director, Special
St. Joseph Education, CSDE
Jay Brown, MA, Consultant, Bureau of Special Donna Merritt, Ph.D., Consultant, SERC
Education, CSDE
Lorrie-Anne Monte, Ph.D., School Counselor/
Rebecca Carr, MA, Director of School CSCA Past President (Currently WCSU Assistant
Counseling North Haven Public Schools Professor)
Michelle Catucci, MA, Director of School Vanessa Montorsi, MA, Director of School
Counseling, Cheshire Public Schools, CSCA Past Counseling/Treasurer of CSCA, Cheshire Public
President (Currently Executive Director of CSCA) Schools (currently at Fairfield Public Schools)
Liliana Cuevas, MA, School Counseling Paula Panos, MA, Director of School Counseling,
Coordinator, CREC Public Safety Academy Region 9 School District
Ed D’Addio, MA, Middle School Department Rose Paolino, Ed.D., Director of School
Head, West Hartford Public Schools Counseling, West Haven Public Schools
Virginia DeLong, MA, Middle School Counselor, Jennifer Parzych, Ph.D., Associate Professor,
Lebanon Public Schools/CSCA Past Board Chair Southern CT State University
(currently CSCA Government Relations Chair)
Rachelle Perusse, Ph.D., Associate Professor,
Sonia Dinnall, Ed.D., Executive Director of University of Connecticut
College and Career Readiness, Hartford Public
Schools Ruth Simoncelli, MA, Department Head of School
Counseling, Oliver Wolcott Technical School
Margaret P. Donohue, Ph.D., Associate
Professor, Central CT State University Frank Staples, Ph.D., Department Head of
School Counseling, East Hartford Public Schools
Chaka Felder-McEntire, Ed.D., Supervisor of
School Counseling, New Haven Public Schools Robert E. Swan, Director of Pupil Services, East
(currently at Windsor Public Schools) Haven Public Schools
Tor Fiske, MA, Supervisor of School Counseling Alycia M. Trakas, MA, Consultant, Bureau of
(Currently Assistant Principal), West Hartford Special Education, CSDE
Public Schools Kimberly S. Traverso, MA, LPC, Project Manager,
Sharon Fuller, MA, Consultant-Talent Division, CSDE
CSDE Kim Wachtelhausen, MA, Consultant–Talent
Lauren D. Johns, MA, Project Specialist, SERC Division, CSDE
Connecticut Comprehensive K–12 School Counseling Framework Guide iv
School Counseling Framework Model
Connecticut Comprehensive
School Counseling Framework
Connecticut Comprehensive K–12 School Counseling Framework Guide v
Preface
Learn Together, Grow Together

“Education is the best economic driver in the state.
Together, we will determine Connecticut’s growth.”
Dr. Miguel A. Cardona, Commissioner of Education
P
ublic schools are committed to providing high-quality and engaging learning environments
for every student in Connecticut. Our students must be ready with the knowledge and skills
to become capable and confident learners. A high school diploma is not the finish line but
the launching pad for innovative careers and economic mobility. Schools, families, community
members, universities, and business/industry must work together, with an intentional focus, in the
early years, to build an impactful educational trajectory toward postsecondary education, career
and life.
The Connecticut Comprehensive School Counseling Framework (CCSCF) aligns with a district’s
mission and strategic operating plan. It enhances learning by assisting students in acquiring critical
skills in the areas of academic, career, and social-emotional development. The CCSCF provides a
proactive, preventative, and early intervention model for school counselors to support all students
in reaching their full potential.
School counseling is a central part of daily educational programming and student achievement.
Research continues to show that a comprehensive school counseling framework improves the
range of student learning and behavioral outcomes. The implementation of the CCSCF expects
every student to be served equitably, based on informed data decision-making. These data are
analyzed and used to address the needs of students and provide the right interventions and
supports to remove barriers that impede learning. This targeted work assists students in meeting
academic standards and prepares every graduate to make informed decisions when choosing
from an array of postsecondary options.
The CCSCF is based on the American School Counselor Association (ASCA) National Model. The
CCSCF’s new 18 student standards and eight school counselor professional standards outline
“how are students different as a result of what school counselors do?” These standards can help
inform districts as they develop their Profile of the Graduate and support all five New England
Association of Schools and Colleges (NEASC) 2020 Standards for Accreditation.
The CCSCF was developed and vetted in collaboration between the CSDE, Connecticut School
Counselor Association (CSCA), and Connecticut Association for Counselor Education and
Supervision (CACES) and other important stakeholders. The CCSCF Guide provides direction,
support, and resources in developing, executing, monitoring, evaluating, and sustaining the
framework to contribute to better outcomes for Connecticut students.
Introduction
“On the journey to adulthood, students benefit from experts in the field who can guide them
as they explore and choose postsecondary options and career pathways. Likewise, the
journey often requires support for mental health, school safety and climate, and personal/
social issues, making the journey topsy-turvy at times. School counselors are the go-to
experts in all these areas, making them indispensable to the school team and students.”
Andrea Donegan, US Department of Education, 2019
S
chool counseling has become a dynamic and multifaceted profession in Connecticut. In
2018, Public Act 18-15 removed and replaced the outdated moniker “Guidance Counselor”
from existing state law with “School Counselor,” and has broadened the definition and
involvement of school counselors on state and district committees that impact the safety,
emotional well-being, and career readiness of students across the state. Connecticut school
districts are required to ensure all students have access to a comprehensive school counseling
program delivered by a certified school counselor (Public Act 19-63).
Author Bradley Erford writes, “Transforming school counseling involves changing its substance
and appearance, not cosmetic, but deep meaningful changes that encourage professional
school counselors to become agents of education reform, and social change” (2019, p. 42).
The Connecticut State Department of Education, in collaboration with the Connecticut School
Counselor Association, have revised the Connecticut Comprehensive School Counseling
Framework guide to support school counselors in transforming their practice to meet the needs
of schools, families and students.
This updated Guide will assist school counselors wherever they may be on the continuum of
building, implementing, monitoring and assessing a comprehensive school counseling framework
within their own schools and districts. Each section of the Guide contains a checklist of concepts
and skills that school counselors will find helpful as they build their frameworks. Examples,
sample templates and an implementation guide have also been included to facilitate framework
design and evaluation.
What Is a Comprehensive School Counseling Framework?

The Connecticut Comprehensive School Counseling Framework (CCSCF) is a system that
provides the foundation and scaffolding needed to assure that the programs and services
provided by school counselors are focused, student centered, and well planned to run smoothly
and effectively. The mission, vision, and belief statements form the core of the framework and
provide the focus. The framework includes a means to assess and document the needs of the
school community to determine the programs and services that will be provided. It also provides
a method to assess outcomes of the programs and services, and to evaluate the strength and
completeness of the framework itself.
Additionally, the CCSCF encourages school counselors to use data to identify and close
opportunity gaps using a multi-tiered approach. Counselors work collaboratively with
administrators, faculty, staff, families, community partners, and outside service providers to
promote success and achievement for all students. The school counselor’s role in realizing
student potential for healthy growth is focused on the three broad areas of academics, career
and social-emotional development. Student standards in the three domains are aligned
(Appendix D) with the ASCA Mindsets and Behaviors (2014): 1) The 12 Career Ready Practices
(National Association of State Directors of Career Technical Education, n.d.); 2) Collaboration
for Academic, Social, and Emotional Learning (CASEL)’s Five Core Competencies (2017); and,
3) Connecticut’s Next Generation Accountability System (Connecticut State Department of
Education, 2015). Student competencies add scope to assist school counselors in focusing
on how the programs and services support children at different stages of development. The
sequence of learning experiences within the student competencies moves from less to more
complex as students advance through developmental progressions.
A comprehensive framework approach requires collaboration with students, families (Appendix
L), the community, faculty, and administration. The CCSCF necessitates written policies and
regulations to assure that programs and services that are supported by the framework are of high
quality and are delivered with district-wide uniformity and equity. Policies pertaining specifically
to the school counseling framework, should be clearly defined and aligned with other educational
frameworks and student policies of the school district as well as with legal mandates and the
ethical standards delineated in the ASCA Ethical Standards for School Counselors (2016) and the
American Counseling Association (ACA) Code of Ethics (2014).
Why a Comprehensive School Counseling Framework?

The list of beneficial outcomes from implementing a comprehensive school counseling
framework is extensive and well researched. Students experience improved academic
performance and success, better social relationships, improved decision-making and problem-
solving skills, and a better understanding of careers and postsecondary options. Families
receive more opportunities for child/family/school interactions, better access to information
and resources (academic, career, and social-emotional) and enhanced relationships with school
staff. Administrators and other school faculty benefit from a safer and more positive school
climate that is conducive to learning, and from the school counseling framework’s alignment with
important district goals (i.e., student achievement, parental participation, dropout prevention). The
community benefits through increased opportunities for businesses to participate actively in the
total school framework, and by the provision of a well-prepared workforce with pre-employment
skills and a positive work ethic.
Section 1:
The Big Picture: Systemic Operation of
the Connecticut Comprehensive School
Counseling Framework
Section 1: The Big Picture

The CCSCF is a whole-child framework (academic, career, and social-emotional) that is planned
and implemented in K–12 grade levels in collaboration with principals, teachers, and other
stakeholders to maximize the educational success of every Connecticut student. The framework
is an essential part of the education process and aligns with the district’s mission and the
strategic operating plan. It is guided by the districts’ mission, the school improvement plan, and
annual priority goals that are grounded on student needs, as identified by the student, school,
and family/community data. The school counselor and the school data teams use multiple data
points to assess student needs, identify priorities, and develop a plan of action to address the
identified needs.
The CCSCF is systemic and delivers a range of evidence-based supports, programs, and
practices to address student needs based on a systemwide approach, called a multi-tiered
system of supports (MTSS). The CCSCF ensures equitable access to services for all students.
The CCSCF uses a variety of preventions and interventions to assist students in overcoming
barriers to learning; to make strong connections with educational opportunities in schools; and to
ensure that every student learns in a safe, healthy, and supportive environment. The chart below
illustrates the CCSCF’s overall structure and system.
School Counseling Framework Systemic and Operational Design
Connecticut Comprehensive School Counseling Framework
6 Framework Themes 3 Framework Domains 4 Framework Components
Leadership Academic Define

Equity Career Build, Implement, Monitor
Advocacy Social/Emotional Deliver
Collaboration Assess, Act, Announce
Accountability
Systemic Change
CT School
CT School ASCA School
Counselor Evaluation
CT Student Counselor Counselor
Performance
Standards Professional Ethical
Evaluation System
Standards Standards
(SESS)
Six Themes
Leadership — School counselors align their department vision and mission to the districts. The
counselors use leadership skills to build, implement, monitor and evaluate the school counseling
framework. This collaborative process provides direction, guidance, and support, systemically
reaching across internal and external boundaries.
Advocacy — School counselors ensure that students have the opportunity for success. They
advocate for students to be treated fairly and have access to the resources necessary to meet
their needs. Additionally, school counselors advocate for the school counseling framework and
the roles and responsibilities of the school counselor.
Equity — Equitable policies, programs, and practices are to ensure equity in educational
performance, results, and outcomes by removing barriers that impede progress and providing the
appropriate resources to support students. A measure of fairness and opportunity in education,
equity is embedded in the CCSCF, specifically in the school counselor’s ethical standards.
Collaboration — Building healthy and ethical internal and external relationships to support
students and create a safe school environment that promotes the vision and mission of the
CCSCF, student success, and advocacy. All involved parties work together to successfully design
systems that are intentional and reflective in nature, and to develop a culture of learning and
understanding.
Systemic Change — is affecting an entire system and transformational change affecting more
than an individual or series of individuals focused upon the dynamics of the environment, not the
environment (ASCA, 2019).
Accountability — School counselors implement data-driven comprehensive school counseling
programs and strategies to monitor student achievement, to continually evaluate and improve
their school counseling program, and to demonstrate the impact their program is having on
students (ASCA, 2012).
Three Domains
School counselors address topics in three broad domains: academic, career, and social-emotional
development. These domains promote mindsets and behaviors that enhance students’ learning
process and create a culture of college and career readiness for all students. The Connecticut
Student Standards may cross multiple domains.
Academic Development goals provide the foundation for acquisition of skills, habits of mind,
and knowledge that contribute to effective learning in school; employing strategies to achieve
success in school; and understanding the relationship of academics to the world of work, and to
life at home and in the community.
Career Development goals provide the foundation for the acquisition of skills, habits of mind,
and knowledge that enable students to make a successful transition from school to the world of
work and as careers changes across the lifespan. Career development goals and competencies
ensure that students participate in a comprehensive plan of career awareness, exploration, and
preparation activities (Appendix C).
Social-Emotional Development goals provide the foundation for social-emotional growth as
students progress through school and into adulthood. Social-emotional development contributes
to academic and career success by helping students understand and respect themselves and
others, acquire effective interpersonal skills, understand safety and survival skills, and develop
into contributing members of society.
Multi-Tiered System of Supports (MTSS) and the CCSCF

MTSS is an approach to organizing interventions, services, supports, and programming in a
systematic way (ASCA, 2018, position statement, “The School Counselor Multi-Tiered System of
Supports”).
Tier 1 provides universal support for all students. For example, in the CCSCF, Tier 1 support is
the delivery of the comprehensive school counseling curriculum to all students. Tier 2 provides
targeted support for students who need additional interventions. An example might be a small
group work for first-generation college students or a social-emotional development group. Tier
3 provides intensive support and is a one-on-one session between a counselor and a student
or using outside referrals. The approach is a culturally responsive, evidence-based framework
implemented in K–12 schools using data-based problem-solving (the data is collected and
analyzed to determine the effectiveness of the support or intervention) to integrate academic and
behavioral instruction and intervention at tiered intensities to improve the learning and social-
emotional functioning of all students (Sink, 2016). It is important to note that MTSS is a system
to organize and map supports and interventions to ensure that interventions are appropriately
delivered based on need, monitored for progress and adjustments, and measured the impact.
Connecticut’s Model Tier 3: Equity-driven Direct and Indirect Services for FEW
• Chronic, complex needs
Aligned with MTSS • Consult and collaborate
• Fair, just, access and inclusion policies and practices
• Wrap-around support
• Internal and community referrals
• Crisis management
• Individual counseling
Tier 3 Tier 2: Equity-driven Direct and Indirect Services for SOME

• Individual/small group counseling based on data/need
• Fair, just, access and inclusion policies and practices
• Critical team member/leader multidisciplinary teams
• Appraisal and advisement
Tier 2 • Support SSP
• Targeted supports for college and career readiness for
high needs students and transition planning
• Consult and collaborate with teachers/staff, families and
community, business/industry providers
Tier 1 Tier 1: Equity-driven Direct and Indirect Prevention and Early

Intervention for ALL
• School counseling classroom EBP curriculum and
instruction (Academic, Career & SEL)
• Large group/school-wide activities and initiatives
Adapted from: The ASCA National Model (2019)
©Goodman-Scott, Betters-Bubon & Donohue (2019) • Fair, just, access and inclusion policies and practices for
@SchCouns4MTSS students and families
• Universal Assessments and the use of data
• Support Student Success Plans (SSP)
• Student appraisal and advisement
• Staff collaboration and supports
• Family, community, business/industry partnerships
The CCSCF Themes and Components Across Tiers
Define
• Grounded in Student Standards, School Counselor Standards, Code of Ethics
Build, Implement, Monitor

• Building and implementing the CCSCF with fidelity and the use of data and
action planning
Deliver
• Direct and indirect services consistently
• Equity and access for all students
• Evidence-based practices
• Focus on all domains
Assess, Act, Announce

• Framework assessment and evaluation
• Performance evaluation
• Reporting results
• Continuous improvement planning
• Professional Learning
Section 2:
Building the Four Framework Components
Section 2.1: Define
Comprehensive School Counseling Framework for Connecticut Schools

Key Concepts
• Three Sets of School Counseling Framework Standards
Takeaways
• Foundation builder: learning goals for what students should know.
• Self-assess the school counselor’s knowledge, skills and habits of mind
regarding professional practice.
• Respect the rights and dignity of students and families by exhibiting ethical behavior
to ensure professional conduct and integrity.
Making the CT Framework Work: Checklist for this Section

☐ Student Standards
☐ Connecticut Student 18 Standards
☐ ASCA Mindsets and Behaviors for Student Success: K–12 College and
Career Readiness for Every Student
☐ Professional Standards
☐ Connecticut School Counselor Professional Practice Standards
☐ ASCA School Counselor Professional Standards and Competences
☐ ASCA Ethical Standards for School Counselors
Define
Define is the first component of the school counseling framework and the cornerstone for account-
ability. Define drives and supports the development of the entire framework that is grounded in stan-
dards and competencies. The standards support school counselors to cultivate, apply, implement,
and assess performance and to build a sustainable support system. The competencies address the
essential knowledge, skills, behaviors, and abilities required to achieve a level of performance.
Student Standards
The Connecticut Student Standards (CSS) and the ASCA Mindsets and Behavior: K–12 College
and Career Readiness Standards for Student Success represent the knowledge, skills,
behaviors, and abilities necessary for every student. The CSS are aligned to the Connecticut
Core Standards. School counselors use the student standards to assess student growth and
development in the three domains: academic, social-emotional, and career development.
The standards are used to develop competencies and to measure growth over time. School
counselors operationalize the standards through the use of data, the development of school
counseling curriculum and lesson plans, small groups, individual counseling, and evidence-based
program activities to support students’ developmental needs.
Each student standard is broken down into a set of measurable competencies. Student
competencies are selected based on the completion of a needs assessment of the school,
district, and community stakeholders to determine which standards are important for students
to obtain. This allows school counselors in Connecticut to customize their comprehensive
framework to meet the specific needs of the student population in their school(s).
Connecticut Student Standards

Academic Development Career Development Social-Emotional Development
Student Standard A1 Student Standard C1 Student Standard S/E 1

Demonstrate skills for Identify personal values, Demonstrate an
effective learning and personality, abilities, and understanding of how
achieving school success interests in relation to career individual actions can impact
options and the world of relationships, environments,
Student Standard A2 work. and influence other people.
Demonstrate ability to plan
a challenging program Student Standard C2 Student Standard S/E 2
of studies to prepare for Demonstrate the skills and Demonstrate cultural
a variety of options after abilities to research, identify awareness when
graduation. career options, and make the collaborating with others and
necessary steps to obtain taking steps to be inclusive.
Student Standard employment.
A3 Demonstrate an Student Standard S/E 3
understanding of the habits of Student Standard C3 Demonstrate the ability
mind of an engaged student Demonstrate effective to make decisions, think
in relation to all aspects of workplace habits and divergently, and take steps to
their lives. the ability to transfer achieve desired outcomes.
employability skills to future Able to overcome challenges
Student Standard A4 career success and from job- and obstacles and develop
Demonstrate the ability to to-job across the lifespan. positive coping strategies and
integrate technology to build resilience.
enhance learning and to Student Standard C4
solve problems. Demonstrate an Student Standard S/E 4
understanding of work/life Demonstrate an
Student Standard A5 balance and how it impacts understanding of the
Demonstrate the ability to quality of life, personal and relationship between
use creativity and outside financial well-being, and practicing self-care, healthy
experiences to enrich the lifestyle choices. sense of self, and personal
learning process well-being.
Student Standard C5
Student Standard A6 Identify a plan to make a Student Standard S/E 5
Demonstrate the ability to successful transition from Demonstrate understanding
set goals based on reflective school to postsecondary and practice of personal
evaluation of current education and/or the world of safety skills.
performance. work.
Student Standard S/E 6
Student Standard C6 Demonstrate an
Demonstrate an understanding of the risks
understanding of technology and responsible use of
in the workplace. technology.
Connecticut School Counselor Professional Standards

School counselors in Connecticut are held to a set of professional standards that are aligned with
the ASCA Ethical Standards for School Counselors and the ASCA Professional Standards and
Competencies for School Counselors. The Connecticut School Counselor Professional Standards
(CSCPS) define knowledge, skills, and habits of mind that school counselors should demonstrate
to be effective in their role. School Counselors are evaluated using the Student and Educator
Support Specialists (SESS) rubric and the School Counselor Evidence Guide for best practices,
which measures proficiency on the performance of the professional standards. Additionally, the
professional standards inform the recruitment and selection process (See Appendix E), and the
standards can support the design and implementation of professional development plans and for
self-evaluation.

The school counselor is expected to:
Standard 1 Standard 2 Standard 3 Standard 4

Articulate and Act as a student Plan, design, Implement the
demonstrate an advocate, leader, and deliver a Individual Student
understanding of collaborator, and comprehensive, Planning and
individual counseling systems change developmental Responsive
theories, group agent to create school counseling Services
counseling, and an environment program to: Components in
classroom lessons promoting and • address the social, collaboration with
ensuring equitable supporting student environmental, and all stakeholders to:
student access success to: developmental • address students’
to resources that • ensure all students needs of all identified needs
promote: are achieving at the students while and concerns
• academic highest levels supporting the individually and/
achievement • include families, school and district or in small-group
• social-emotional teachers, core values and counseling
development administrators, beliefs • create individual
• college/career community • support learning Student Success
readiness leaders, and other and close the Plans
stakeholders achievement gap • promote college/
• identify obstacles • incorporate social career readiness
faced by student and emotional for students,
populations and learning and individually and in
ensure equity employability skills, groups
and access for all including current
students technology
• ensure cultural
sensitivity and
responsiveness
• foster a safe and
supportive school
climate

The school counselor is expected to:
Standard 5 Standard 6 Standard 7 Standard 8

Collect, examine, Manage and use time Collaborate with Fulfill
and communicate effectively to: school advisory responsibilities for
school, student, and • develop a committees, his/her professional
program data to: master calendar families, school growth and the
• annually evaluate for program staff, community growth of the
school counseling implementation members and other school counseling
program results stakeholders to: profession,
• ensure timely including:
and ensure equity communication of • identify the needs
in access and service delivery for and concerns • participating
delivery students, families, of students in professional
• establish goals administrators, and and provide or organizations
and services that teachers recommend • engaging in
work to close the professional continuous
• maximize the use of learning for school
student gaps counselors’ time professional
staff and families learning and
• monitor individual
student progress • gain support for development
to ensure that school counseling • following the
students are taking goals and support profession’s
appropriate, yet the goals of others ethical and legal
rigorous, courses • obtain input guidelines
• measure results from school
and disseminate administrators and
outcome staff in developing
information the counseling
framework
Section 2.2: Build, Implement, Monitor

• Foundation
• Use of Data
• Goal Setting
• Calendars
• Access to Students
• Advisory Committee
Key Concepts
• Development of common beliefs, a mission and a vision are necessary to create a
foundation on which to build the CCSCF.
• Data collection, analysis and interpretation is necessary to build, implement, and
monitor the CCSCF and tailor it to each individual school or district.
• Tools such as calendars, goals, and advisory committees are critical to the school
counselor’s ability to serve students.
• Build, Implement, Monitor is a continuum. Schools can assess the status of their own
programming to determine where to start in the process of developing a CCSCF.
Takeaways
• Understand the planning process, resources and tools necessary to implement and
monitor the CCSCF.
Making the CT Model Work: Checklist for this Section

• Complete the following tasks to begin to BUILD your framework:
☐ Belief Statement
☐ Vision Statement
☐ Mission Statement
☐ Conduct an Annual School Counseling Framework Assessment.
• Complete the following tasks to IMPLEMENT your framework:

☐ Conduct a Needs Assessment.
☐ Collaborate with your administrator and/or access EdSight to obtain school-wide
data.
☐ Set Specific, Measurable, Attainable, Realistic and Time bound (SMART) Goals
based on your data.
☐ Develop a Framework Timeline.
☐ Develop annual and monthly calendars.
☐ Read the Implementation Guide included in this manual.
• Complete the following tasks to MONITOR your framework:

☐ Initiate a School Counseling Advisory Committee.
☐ Conduct an Annual School Counseling Framework Assessment.
☐ Set SMART Goals to create components missing from the Framework Assessment.
Facilities & Resources School counselors must have systems in place that are focused, student
centered, and well planned to run smoothly and effectively. Activities in Build, Implement, and
Monitor are those that help counselors construct the foundation of the CCSC and to put the
framework in place. Counselors will learn what is needed to develop the core beliefs, mission,
and vision, as well as to identify student needs, implement programming, and monitor the impact
of the programs on student success in a systematic manner.
Schools can assess the status of their own programming using the Annual School Counseling
Framework Assessment to determine where to start in the process of developing a CCSCF.
Foundation
Having a foundation on which to build the CCSCF helps school counselors identify goals,
strategies, and a shared set of ideas about how they will impact their students through the
services they provide. The foundation guides all programmatic activities and can be measured.
The foundation should be aligned with the goals and strategic plan of the school and district.
To build a foundation, three elements are needed: A set of common beliefs, a vision statement
and a mission statement. All three elements should be agreed upon by all members of the school
counseling team. There should be continuity between the beliefs, vision and mission. The CCSCF
beliefs, vision and mission should align with those of the school and district.
Beliefs Vision Mission
Beliefs are shared set of thoughts and A Vision statement A Mission statement
principles that school counselors hold projects what students defines the objectives
true about the role they play in a school. will know, understand, of the school counseling
Belief statements include the school and be able to do as department and outlines
counselors’ convictions about the ability a result of completing the path that counselors
of all students to achieve and clearly participation in the will take to reach the
delineates that the school counseling school counseling objectives. The mission
framework is for all students. programming. Vision should be clear, concise,
statements often project and aligned to the
5-15 years into the future school/district mission
and are believable and and vision and to the CT
achievable. Themes.
Example: Example: Example:

School Counselors in Nutmeg Middle Nutmeg Middle School The mission of the
School believe: Alumni: Nutmeg Middle School
• All students can achieve success. • Are resourceful and Counseling Department
resilient in facing is to help every student
• We are advocates for family, students, be their best self. This
staff, and our profession. challenges
will be accomplished
• Collaboration within the school and • Collaborate effectively through advocacy,
in the community enhances student with others collaboration with the
achievement. • Understand that their school community, and
behaviors impact the delivery of a needs-
• All students can benefit from
others based comprehensive
participating in the school counseling
school counseling
program • Have goals for the
program.
• Data helps us identify and support future
student needs.
Use of Data in Plan

School counselors will use data to help determine the needs of the student and school
community and to drive the focus of the CCSCF in their schools. There are several sources of
data that can be useful to school counselors in developing the CCSCF. These include school data
profiles, annual framework evaluation, and needs assessments.
School Data Profiles

Achievement data provides a focus for counselors when developing curriculum and individual
student planning. School data profiles contain information about trends in student academic
performance, graduation rates, behavior, attendance, and other relevant topics that can help
school counselors have a better understanding of their student body. Many of the elements in the
achievement data and behavioral data are useful for counselors to help plan programming and
to evaluate their impact on students. Counselors can find holistic data on the levels of college
and career readiness of students, school discipline, chronic absenteeism and much more in their
district by visiting EdSight.
Early Indicator Tool (EIT) EdSight Secure

The Connecticut State Department of Education created the Early Indication Tool (EIT), a K–12
system that uses statistical methods to predict student performance and identify clusters of
students who are at risk of missing milestones and/or dropping out, and ultimately facilitates
more timely interventions. The primary purpose of this tool is to allow for timely student
interventions by district/school staff with the ultimate goal of improving student engagement and
outcomes. The EIT is a critical component of Connecticut’s Every Student Succeeds Act (ESSA)
plan, especially to inform the provision of a MTSS to students. The EIT report in EdSight Secure
identifies a targeted support level (i.e., high, medium, or low) for a student, while also presenting
demographic information and two years of attendance, behavior, mobility, and achievement data.
The report allows users to apply a variety of filters to the data, create charts and cross tabs, study
trends, and identify students that need additional support. Users can sort, filter, and compare
information across grades and schools within a district. Additionally, the EIT report allows users
to set their own criteria for the various metrics like attendance rates, disciplinary events, mobility
occurrences, or achievement levels to identify particular students for targeted support. As with
any EdSight Secure report, users can export the information for their own analysis. Contact the
district’s data administrator for permission and more information on EdSight Secure.
Annual School Counseling Framework Assessment

The School Counseling Framework Assessment (Appendix F) evaluates the degree to which
school counselors have implemented a framework that is aligned with the CCSCF. This assess-
ment guides program design and development and helps the school counseling department an-
alyze annual progress. The results of the assessment provide school counselors with information
on strengths and gaps in their framework. Additionally, the information gathered can be used to
revise annual goals and establish priorities.
Needs Assessment
School counselors can survey families, students, faculty, and other school community stakeholders
to determine topics and concerns that are important to the education community. The data from
surveys help school counselors plan the type of services to include in their schools’ CCSCF,
including designing curriculum for school counseling lessons, small groups, and family programs.
Needs assessment data is also used to help school counselors select which student competencies
from the CCSCF Student Standards are appropriate for students in their schools.
Goal Setting
School counselors should set goals annually to help monitor the impact of the CCSCF. Goals
help guide the implementation of school counseling programming and can be used by school
counselors to close identified achievement gaps among groups of students in their schools.
A written goal statement or statements provide a clear declaration of the general outcomes to
which the school counseling framework is committed. The goals answer the questions: “What do
counselors want students to know and be able to do as a result of their participation in the school
counseling framework?” and “How are students better off as a result of the school counseling
framework?”
Advisory Council
The formation of an Advisory Council is an important step in seeking support for the development
and implementation of a comprehensive school counseling framework. The council serves as a
sounding board and offers feedback on framework development, programming, and outcomes.
The council is critical at the beginning of the comprehensive school counseling framework
development process and becomes a supportive link to the framework and to the counselors
once the framework is fully implemented. Members of the advisory council include those who
receive direct and non-direct services from the counselors (teachers, administrators, community
members, Board of Education members, families, and students). When deciding who should be a
part of the advisory council, it is recommended to include a diverse group of members in order to
provide various perspectives on the school counseling program.
Section 2.3: Deliver

Key Concepts
• School counselors deliver a comprehensive school counseling curriculum to all
students.
• School counselors provide both direct and indirect services.
• Student standards identify the students’ skills, habits of mind and knowledge necessary
at each grade level.
Takeaways
• School counselors spend 80% or more of their time working directly with students.
• Twenty percent (20%) or less time is spent working on behalf of students through
program coordination, collaboration, consultation and referrals.
Making the CT Model Work: Checklist for this section:

☐ Direct Services
☐ School Counseling Curriculum
☐ Individual Services
☐ Responsive Services
☐ Indirect Services
☐ Consultation
☐ Collaboration
☐ Referrals
☐ Program Coordination & Supervision
☐ Counselor Use of Time
Deliver
At the core of the Comprehensive School Counseling Framework are the services that are
delivered to students. This section in part focuses on direct services: the face-to-face interactions
that school counselors have with their students through the school counseling curriculum,
student appraisal, and advisement and counseling. It also focuses on indirect services that are
delivered on behalf of the student and include consultation, collaboration, referrals, and program
management. All components of the deliver section are aimed at helping students overcome
barriers to their learning and achieving success.
Direct vs. Indirect Services

Direct services are preventative and responsive and are defined by interaction with students.
Preventative services include the implementation of the school counseling curriculum, where
all students engage in skill development to help them be successful across all three domains.
Responsive services are a reaction to a crisis or immediate need experienced by a student or
school community. Indirect services are predominantly responsive and focus on activities and
services on behalf of students.
Direct Services Indirect Services

(with the student) (on behalf of the student)
• School Counseling Curriculum • Consultation and Collaboration
• Individual Student Planning • Advocacy for students
(appraisal and advisement) • Referrals
• Responsive Services (counseling) • Program Coordination
Direct Student Services

Direct student services are provided by the school counselor when working directly with
students. This face-to-face time includes teaching the school counseling curriculum, individual
student planning and responsive services. These services are data-driven and meant to help
promote healthy development and a positive attitude toward work and learning, and help
students achieve success in school as well as effectively identify postsecondary choices.
School Counseling Curriculum

Through the curriculum, school counselors teach classroom lessons organized into three domains—
academic, career and social-emotional—to all students. This curriculum consists of structured les-
sons that follow a scope and sequence of student competencies and are designed to help students
attain the desired knowledge, habits of mind and skills appropriate for their developmental level.
The implementation of the curriculum may be done through classroom school counseling lessons,
small group work or through short-term individual counseling with students.
Curriculum Materials
Curriculum materials may include books, electronic resources and web-based systems,
assessment tools, and other planning materials.
Curriculum Outline
An outline of the school counseling curriculum is a visual representation that provides a global
view of the programs that address grade level standards and competencies contained in the
CCSCF 2020. The curriculum outlines the when and how lessons, activities, and interventions
are delivered to students. To develop a school-specific curriculum outline, school counselors
review student performance data and needs assessments to identify priority standards and
competencies. School counselors then align the identified competencies to lessons delivered at
each grade level they serve. A school counseling curriculum is not meant to cover all standards
and student competencies contained in the CCSCF, rather, school counselors must make
informed decisions about sequencing, pacing, and lesson planning which can then be used to
provide targeted lessons effectively and efficiently throughout the year.
Needs Assessments — The use of needs assessments in writing the school counseling curricu-
lum is important. Needs assessments are generally given to various stakeholders—students, fam-
ilies, and staff—to gauge the needs of the school. This data is then used by school counselors to
drive the standard curriculum that is given to students each year as well as additional curriculum
that may need to be specifically delivered to students throughout the year. Needs assessments
can also be used to help school counselors determine what lessons need to be delivered to all
students in the classroom at a tier 1 level, to students in small groups at the tier 2 level, and to
individual students at the tier 3 level. (See Appendix I for sample needs assessments).
Lesson Planning — Lesson plans should include student objectives, student standards and
competencies that the lesson will meet, activities to meet the student competencies, and
assessment methods (See Appendix G for a sample lesson plan).
Individual Student Planning

Individual student planning allows the school counselor to work with students to identify
academic, career, and personal goals. It gives the student the opportunity to evaluate their
education and identify pathways that will lead to future career endeavors. School counselors
provide students with the necessary tools during individual planning so that the student may
develop an educational plan as well as a postsecondary plan. Each year, the school counselor
meets with the student to revise and adjust the student’s portfolio and plan based on their
individual needs. School counselors may often include families in the individual planning process.
Student Success Plans

The school counseling curriculum provides information and skill development to support the
schoolwide Student Success Plan (SSP) through the individual student planning component of
the comprehensive program. The SSP implementation is a schoolwide effort with collaboration
among school counselors, faculty and staff. The SSP is an individualized student-driven plan
intended to address the students’ needs and interests through various activities developed
through an electronic portfolio. As part of the school counseling contribution to the SSP, each
year starting in grade 6 and progressing through grade 12, students focus on educational and
postsecondary planning, goal setting, and highlighting student work completed through the
school counseling curriculum.
Responsive Services
Responsive services allow the school counselor to address the immediate needs of students and
includes counseling services as well as indirect services through collaboration and consultation.
Students often face a number of challenges and barriers such as academic problems, personal
family and relationship or other social-emotional issues that result in the need for individual and
group counseling as well as other prevention and remediation services. School counselors work
with students to overcome the barriers they may have to their learning and otherwise healthy
development.
Individual and Group Counseling

Through the use of the needs assessment, and student, staff, and family referrals, school
counselors can provide individual and group counseling to students in need. Tier 2 and 3
services are part of the MTSS offered by school counselors and are aimed at providing specific
skills to students. Small group counseling should be included as part of the responsive services
provided, K–12, and allows for school counselors to provide counseling to students in groups of
4-8 around a common theme. For example, school counselors may create a peer group to help
students with executive functioning skills, friendship skills, or a group on managing grief. Group
work may look slightly different depending on the grade level, but ultimately provide students
with new skills and support in a group setting.
Crisis Management Services

As part of the comprehensive framework, school counselors can provide preventative services
on an ongoing basis such as group and individual counseling. School counselors serve as part
of the crisis response team within a building, providing students and staff with the necessary
resources and supports during a crisis. This may include counseling due to the death of a student
or staff member, conflict resolution, or peer mediation.
504 and Special Education Supports

School counselors work with and support all students, including students with individualized edu-
cation programs (IEPs) and 504 plans. They are often a part of multidisciplinary teams that collab-
orate on providing advocacy, services, and supports for students with specialized needs. School
counselors may provide “assistance in developing academic, transition, and postsecondary plans
for students with IEPs and 504 plans” (ASCA, 2016 — position statement “The School Counselor
and Students with Disabilities”).
School Counselors in Secondary Transition

School counselors play a vital role in transition planning for all students, including those with
disabilities, as they are trained in career exploration, postsecondary education options, and
college preparation. Transition planning is the responsibility of all members of the planning and
placement team (PPT). School counselors, if providing transition services to a student, should
inform the PPT about the amount of time and the service delivery format required to meet the
transition IEP goals and objectives identified on the IEP, based on the individual needs of the
student. The CT CORE Transition Skills identifies sixteen skills areas associated with a successful
transition from secondary education to adult life for students with disabilities, and were designed
to assist in the development of IEP transition goals and objectives and the provision of transition
services.
Self-Harm and Suicidal Ideation

School counselors collaborate with other support service personnel to work with students who
are reported as self-harming or who may have suicidal ideation. School districts typically have a
protocol in place in regards to self-harm and suicidal ideation. If a school district does not have
a protocol in place, school counselors should collaborate with administrators and other support
services personnel to develop a protocol. Assessment tools such as the Columbia Suicide
Severity-Rating Scale (CSS-RS) or other district-approved measurements may be used to make
an initial assessment so that the support services personnel can refer the student and family/
guardian to the appropriate services. Upon the student’s return to school, counselors would be a
part of the re-entry team to devise a suitable safety and service plan for the student.
Indirect Student Services

Indirect student services are provided by the school counselor on behalf of students. Consultation
with staff, administration and families on the challenges and barriers that students face becomes
an important part of the school counseling framework. Through collaboration within the school
and with outside agencies, school counselors are able to develop programming as part of the
comprehensive school counseling framework that meets the needs of students, families and
community members. Collaboration also allows for the school counseling department to make
connections with outside agencies to provide students and families with a number of resources
that are available to them to help with issues that are not otherwise within the scope of the school
day. By providing referrals, families are able to connect with needed services not only within the
school system, but in the community as well.
Providing Services Virtually: Virtual/Telehealth Counseling

There are times that it may become necessary for school districts to deploy other methods of
delivering school counseling services. This may be due to schools closing for extended periods of
time, alternate plans for snow days, or a crisis due to the safety and wellness of staff and students
(e.g., a pandemic, environmental issue, or school violence). School counselors must be able to
maintain school counseling services for students within the district under all circumstances.
School counselors should work together with the administrative and multidisciplinary teams to
create an alignment between the crisis plan, the virtual counseling process, and the code of
ethics. This is to ensure that school counselors are following the same systematic procedures
during a virtual counseling session, including emergencies.
When schools are operating under virtual telehealth services, the top priority of school
counselors should be providing direct services to the students on their caseload. Students will
need a connection to staff they are most comfortable with to process how they are feeling and to
address any situations of concern that they may have. Meeting with students via a virtual platform
may be important to maintaining relationships. However, important considerations need to be
made: How will the school counselor protect privacy and confidentiality? What are the district’s
guidelines for virtual counseling? How will school counselors set ground rules for working in
groups via a virtual platform?
Indirect Services: There are plenty of ways to administer indirect services virtually. Meetings
with other support staff to determine how school counselors will deliver multi-tiered systems of
support to students will become a necessary part of this process. Counselors should be regularly
collaborating with other staff who are working with students to determine what the student
needs. Connect with families to provide resources and referrals as needed. It will be vital to
work with the support staff team to develop what resources are currently still available in your
community to refer families as necessary.
School Counseling Curriculum: It is important that counselors still find ways to deliver the
school counseling curriculum. Counselors can hold classes through virtual video platforms, or
record lessons using video or voice-through programs. Providing a recorded lesson along with
other activities can allow students to access the work and still complete the school counseling
curriculum.
Differentiation and Special Education: School counselors should be working with special
education staff and teachers on differentiating their school counseling lessons and providing
different modalities of instruction for all students and to ensure continued implementation of the
student’s IEP and 504 plans in the virtual setting.
Crisis Plans During Virtual Times: It is important that school counselors work with the administration
and other support staff to develop a crisis plan for extended school closures. This plan should
include how to respond to students in crisis, what to do in the event of student/staff/parent/
community member deaths, and other possible crisis scenarios. Just as in general crisis planning,
school counselors serve as an important member of the crisis team and should provide input on how
they can best help students during times of crisis, even during extended school closures.
Ethics in Virtual Counseling: Virtual counseling can create barriers for some students and can
also develop challenges along the way. The ASCA Code of Ethics in virtual counseling are
imperative. The same ethics that would apply in the school counselor’s office should still apply in
the virtual setting. School counselors need to think about how they can address confidentiality
for students and privacy issues and ensure that students understand the use of technology
to ensure privacy and confidentiality in this setting. The school counselor should discuss the
limitations of virtual school counseling with students and families before the first session starts.
Please see: ASCA’s position statement on Virtual School Counseling.
Considerations of virtual platforms during regular school sessions

Using various virtual platforms can be utilized during the regular school year by school
counselors to help accommodate both students and families. Video conferencing could be
used to meet with parents who are unable to come into the building for meetings to provide
opportunities for families to participate.
School counselors can also consider using virtual platforms to provide a space for classroom
lessons and activities as well as a place where students can locate school counseling
announcements, scholarships, forms, and other pertinent information.
Virtual school counseling is essential, especially during times of crisis. Continuing to foster
relationships with families and supporting students is critical to helping the overall well-being of
students during virtual schooling. Establish procedures and protocols ahead of time so that in the
event of an extended school closing, students, families, and staff are aware of how you will best
support students during these times.
Section 2.4: Assess, Act, Announce

• Determine program effectiveness
• Identify areas for improvement of the school counseling framework and delivery
• Demonstrate how students are different as a result of the school counseling program
• Share results of the school counseling program
Key Concepts
• School counselors evaluate their program for continuous improvement
• School counselors take action to meet the needs of all students
• School counselors share the results to build awareness and support for the school
counseling program
Takeaways
• Know how to effectively assess, make change, and share results
• Develop action plans
• Conduct framework assessment
• Share results reports
Making the CT Model Work: Checklist for this section:

☐ Initial Assessment vs. Ongoing
☐ Framework Assessment tools
☐ Analysis and revision
☐ Annual Results Report
☐ Sharing results-Advocating

This section focuses on the process of evaluation, action planning, revision for continuous
improvement, and sharing of program results. To demonstrate the effectiveness of the school
counseling framework in measurable terms, school counselors analyze school and framework
data to determine student outcomes and use data to show the impact of the school counseling
framework on student achievement.
Assess
Program assessment is defined as the systematic and ongoing method of gathering, analyzing
and using information from various sources about a program and measuring program outcomes
in order to improve student learning. This is done through obtaining a good understanding
of what students know and what they can do with this knowledge as a result of participating
in the school counseling framework. Framework assessment, as it is addressed in this Guide,
can also be called student outcomes assessment, which places an emphasis on the learning,
development and growth of students (adapted from definitions by Huba and Freed, 2000;
Hutchings and Marchese, 1990; and Palomba and Banta, 1999).
Analyzing school counseling program results informs decisions related to program improvement.
Analyzing the data from results reports will contribute to more focused programming, more
effective interventions, and a more responsive school counseling framework. Three types of results
reports are created based on action plans developed as part of program management activities:
Act
Action planning and results reporting provide critical documentation of the services, programs,
activities and the impact of a comprehensive school counseling framework. They assist in the
development, scheduling and management of essential school counselor programming and
in the evaluation of specific components within those programs. Action Plans are working
documents that increase the school counselor’s intentionality of services delivered to students.
Effective action plans verify that all components of the framework are addressed, and requires
the school counselor to reflect on the most effective and efficient delivery of services.
After assessing student needs and establishing department goals, school counselors develop
action plans to address both. The framework implementation plan allows school counselors to
develop a cohesive plan that meets all students’ needs.
Announce
The manner in which school counselors share the results of framework implementation will
depend on the school setting and stakeholders. Consider using the following ways to share
results:
• Web sites
• One-page handouts
• Part of a larger report to administrators or school board members
• Presentation to faculty
• Advisory Council report
• Annual Calendar
• Publications; e.g., monthly newsletter, electronic blasts, emails, etc.
• Part of the school’s or district’s data materials (e.g., strategic school profile)
Appendixes
Appendix A
Student Standards and Competencies
The CCSCF student competencies are used in creating school counseling lessons as part of the
comprehensive developmental school counseling curriculum. These are meant to be used as a
“menu” of skills that students should acquire through the course of their K–12 education. Some
competencies may not be used, depending on the path that students decide to pursue after
high school. Some of the competencies listed also meet other subject area standards and may
be used when creating co-teaching lessons with other subject areas (e.g., computer/technology
teachers, language arts teachers, etc.).
Academic Domain
Standard A1: Demonstrate skills for effective learning and achieving school success
K–3 4–5 6–8 9–10 11–12
State why Demonstrate Learn how to Implement Engage actively

learning is the impact that track use of time effective in challenging
important study skills and understand organizational curriculum
have on school efficient use of study skills and
achievement time test-taking skills
Demonstrate Demonstrate Demonstrate Use time Take

effective understanding the importance management responsibility
speaking, of when to of taking skills in for academic
listening, and seek academic responsibility addressing integrity
inquiry skills support and from for independent school
whom learning responsibilities
Work Demonstrate the Demonstrate Demonstrate Meet graduation

independently ability to work awareness of how effort and requirements
and with others independently the relationship persistence
between positively affect
learning and learning
effort
Work with Gain an Demonstrate an Effectively and Guide, mentor

and without understanding understanding of proactively and support
supervision of different when you would utilize resources peers to achieve
learning styles need academic to help improve excellence in
and assess their support and who academic class
own you would go to performance,
for help e.g., tutors,
resource
centers, teacher,
etc.
Standard A1: Demonstrate skills for effective learning and achieving school success
K–3 4–5 6–8 9–10 11–12
Identify goals Explore the Demonstrate Apply Communicate

for personal impact of understanding of techniques for effectively
behavior mindsets and the concepts of reducing stress through written
progress, behaviors on reducing stress and test anxiety reports, oral
achievement, or school success and test anxiety presentations
success. and discussion
Review and Understand Demonstrate the Demonstrate an Use an

expand upon effective ability to work understanding interdisciplinary
skills needed to communication cooperatively in of graduation perspective
learn in school skills for learning a group requirements to recognize
cultural and
societal diversity
Demonstrate Demonstrate an Plan a rigorous Demonstrate the Identify how

the relationship understanding four-year plan of ability to work cultural differ-
between effort of the concept study that aligns cooperatively in ences impact
and learning of academic with personal a group and influence
integrity interests and assumptions,
abilities perceptions, and
personal values
Practice self- Describe the Set informed Review, revise Review, revise
control and relationship academic, and update and update
individual between goals career, and academic, academic,
responsibility and success personal goals career, and career, and
personal goals personal goals
Standard A2: Demonstrate ability to plan a challenging program of studies

to prepare for a variety of options after graduation.
K–3 4–5 6–8 9–10 11–12
Develop an Students can Demonstrate Demonstrate Review and

understanding understand the critical thinking the skills of revise program
of the concept impact of hard skills to make independent of studies to
of academic work and effort informed research and match individual
disciplines, e.g., on academic decisions investigation postsecondary
English, Social achievement, plan
Studies, Math, even as there
Science, World may be other
Language, etc. determinants
Standard A2: Demonstrate ability to plan a challenging program of studies

to prepare for a variety of options after graduation.
K–3 4–5 6–8 9–10 11–12
Explore the Explore Use initiative and Make academic Demonstrate a

connection postsecondary creativity and achievement high level of liter-
between making options and apply knowledge and learning acy and the abil-
choices in the career pathways and skills experiences high ity to organize
present and priorities while knowledge and
future plans developing the ideas to produce
ability to bal- reasoned, writ-
ance competing ten responses
priorities
Demonstrate Discuss Define and Use assessment Utilize resources

a sense of choices and articulate their results in to improve test
belonging consequences personal values educational taking ability
planning and implement
enhanced test
taking strategies
Follow Demonstrate Research plans Connect Apply strategies

instructions basic goal of study in high future plans to fulfill educa-
and complete setting school to goals and tion and career
assignments techniques make informed goals outlined
program of in their student
studies choices success plan
Standard A3: Demonstrate an understanding of the habits of mind of

an engaged student in relation to all aspects of their lives.
K–3 4–5 6–8 9–10 11–12
Explore what it Develop a Predict Demonstrate Complete an

looks like to be logical argument outcomes based the ability to extended project
a student who for a solution on observations balance school, that requires
is engaged in to a problem or or information home, and planning, devel-
learning project provided extracurricular oping a solution
activities or product, and
presenting the
results orally and
in writing
Demonstrate the Demonstrate Develop and test Share Understand that

ability to focus sustained time hypotheses in knowledge change is a part
on an assigned on task behavior seeking options effectively with of growth
task for solving others
problems
Standard A3: Demonstrate an understanding of the habits of mind of

an engaged student in relation to all aspects of their lives.
K–3 4–5 6–8 9–10 11–12
Apply classroom Be able to Respond Demonstrate an Cognitively

and school rules evaluate their effectively to understanding of engage in the
ability and novel situations the value of life- learning process,
reflect on their long learning monitoring and
performance, regulating their
self-rate learning
Assert Exert their Make inferences Use multimodal Identify and

boundaries, best effort and from information communication describe their
rights and concentrate provided to de- to communicate personal
privacy effectively on the velop a solution a coherent leadership style,
task at hand for a problem or message strengths, and
project limitations
Demonstrate Demonstrate the Demonstrate a Seek and under- Work within

cooperation by ability to stay on positive mental take experiences diverse teams
taking turns in task to improve a attitude and within the school
the classroom product or until it belief in their and community
is completed own success that enhance
coursework and
support personal
goals
Standard A4: Demonstrate the ability to integrate technology

to enhance learning and to solve problems
K–3 4–5 6–8 9–10 11–12
Be able to Use technology Accept mistakes Demonstrate Demonstrate

develop novel safely and as essential to appropriate online literacy
solutions to a responsibly in the learning skills to locate, and be able
problem the learning process organize, to discern if
environment understand, information is
analyze and reliable, relevant,
synthesize and accurate
information from
multiple digital
sources
Understand the Be accountable Actively and Apply technical Apply

creative problem for their actions creatively use knowledge technological
solving model with technology various types and skills to knowledge to
of technology complete their everyday
resources for ac- real-world activities and
ademic success assignments course work
Standard A4: Demonstrate the ability to integrate technology

to enhance learning and to solve problems
K–3 4–5 6–8 9–10 11–12
Practice Understand Provide peer Identify, evalu- Use a systematic

investigating, that the use of feedback on ate, and utilize and progressive
inventing technology is a other’s work technology tools process to solve
strategies privilege for academic a problem
success
Use technology Demonstrate the Demonstrate Demonstrate Demonstrate the

for learning to ability to design adaptability and personal ability to design
directly complete a technology persistence responsibly for a complex
all or part of an product when faced with researching product that
activity challenges postsecondary meets a set of
schools and requirements
careers
Standard A5: Demonstrate the ability to use creativity and

outside experiences to enrich the learning process
K–3 4–5 6–8 9–10 11–12
Explore different Learn how Develop an Participate in Choose courses

types of activities to build understanding extra-curricular that match
outside the relationships in of the value of and community extra-curricular
classroom new situations commitment experiences interests
and apply it to
the learning
environment
Determine a goal Identify and Gain new Balance Identify

to fulfill in school evaluate insights into extracurricular and access
or home extracurricular themselves commitments resources
options related and how these with academic to pursue
to interests and skills relate to responsibilities postsecondary
abilities future goals goals
and academic
environment
Describe Make a Demonstrate an Understand Demonstrate

students’ connection understanding of the correlation Self-directed
rights and between school group dynamics between school independent
responsibilities and the work and the various success and learner
world roles that exist in the positive
groups transition to
community,
postsecondary
and career path
Standard A6: Demonstrate the ability to set goals based on

reflective evaluation of current performance.
K–3 4–5 6–8 9–10 11–12
Develop an Develop an Identify habits Apply Actively seek,

understanding understanding of mind and knowledge of evaluate,
of the concepts of the problem behaviors that aptitudes and and, when
of habits of mind solving model lead to success interests to goal appropriate,
and behaviors setting incorporate
feedback
Demonstrate an Demonstrate Accept mistakes Use problem Articulate their

understanding of the impact that as essential to solving and own identity,
how to respond study skills the learning decision-making experiences and
appropriately have in school process skills to assess biases and how
when things achievement progress toward these affect their
don’t go as ex- educational ability to lead
pected goals
Understanding Describe the Explore the rela- Evaluate and Demonstrate an

the importance of consequences tionship between reflect on understanding of
classroom success of inappropriate educational their actions what influences
to future success choices goals in elemen- and modify as the decision-
tary school and necessary making process
career planning
Career Domain
Standard C1: Identify personal values, personality, abilities and

interests in relation to career options and the world of work.
K–3 4–5 6–8 9–10 11–12
Identify likes and Complete a Take an updated Identify personal Identify skills,
dislikes, hob- career interest career interest strengths and abilities, ac-
bies and leisure inventory to inventory and weaknesses in complishments,
activities identify career identify poten- relationship to awards and per-
interest areas tial careers of postsecondary sonal qualities in
interest education and preparation for
training require- writing a resume,
ments interviewing
and completing
applications
List three rea- Identify careers Identify personal Demonstrate Convey positive
sons why some- that match their abilities, skills, skills and habits qualities and
one chooses a interests and interests of mind essential attributes during
particular job/ and how they for a job inter- a mock or actual
career relate to their view interview
chosen careers
Define personal- Describe person- Identify personal Pursue hobbies, Identify how to
ity and its influ- al qualities and values important extracurricular use time effec-
ence on career how they relate to career choice activities of in- tively in order
choice to their career terest, and/or ex- to complete all
interests periences within important tasks
the school, while managing
especially those extra-curricular
related to career activities, job
choice responsibilities,
and family
Standard C2: Demonstrate the skills and abilities to research, identify career options,
and take the necessary steps to obtain a job. Develop a research strategy and the
tools to search for and obtain employment.
K–3 4–5 6–8 9–10 11–12
Define what Identify and ex- Research and Apply decision- Research
work and plore the career present three making skills to colleges and
careers are, clusters and jobs from the previous career employment
why work is learn about jobs career interest research to set options available
important, and in each of the inventory, noting career goals based on career
the reasons why clusters. Students why they are in- choice
people work should be able terested in these
to identify career careers
clusters they are
most interested
in and why
Standard C2: Demonstrate the skills and abilities to research, identify career options,
and take the necessary steps to obtain a job. Develop a research strategy and the
tools to search for and obtain employment.
K–3 4–5 6–8 9–10 11–12
Research what Investigate a Research Research Review 4-year

jobs are found career option postsecond- postsecond- plan, career
within the school by interviewing ary education ary academic goals, and strate-
building and at a worker in the requirements requirements in gies and amend
home selected field for chosen relation to future as necessary
career as well as career goals for
skills needed in the purpose of
order to plan for academic plan-
postsecondary ning
options
Describe how Research one Describe the Attend a college Write a resume
the role of the career of choice, relationship and/or career including skills,
student is like gaining an between career fair to research attributes, ac-
that of an adult understanding interests, high postsecondary complishments,
worker of salary, educa- school courses options and and awards
tion, skills, tasks and postsecond- requirements
and abilities ary options
Research what Learn about Assess academic Develop a 4-year Complete

family members traditional and strengths and academic plan in college
do for work nontraditional ca- weaknesses, relation to future applications
reers and gender interests and career goals and and/or job
role stereotyping aptitudes postsecondary applications
requirements
Standard C3: Demonstrate effective workplace habits and the ability to transfer
employability skills to future career success, and from job-to-job across the lifespan.
K–3 4–5 6–8 9–10 11–12
Define the terms Explain how Understand the Organize and Develop
career, job, work work helps importance of prioritize aca- problem-solving
and employment students to attendance and demic courses and decision-
achieve personal punctuality and based on 4-year making skills
success and how it relates to academic plan in the college
fulfillment the workplace and future career process
choice
Discuss List three skills Develop a daily Develop Develop

responsibilities they have homework/study, ongoing time interviewing
at home and at developed so far extracurricular management skills, resume
school as students activity & chore skills and create and cover letter
schedule, learn- a school and writing, and how
ing how to man- work schedule to follow up after
age a schedule an interview
Standard C3: Demonstrate effective workplace habits and the ability to transfer
employability skills to future career success, and from job-to-job across the lifespan.
K–3 4–5 6–8 9–10 11–12
Understand the Understand the Learn how to Continue to Learn how

role and work of importance of create S.M.A.R.T. learn how to to interpret
a student responsibility goals for effectively standardized
and good work academic and create S.M.A.R.T. test scores and
habits and how career success goals and make how to use those
they prepare improvements to improve
one for the or changes as
workplace necessary
Examine the Link the Examine the Identify steps Complete

value of rules in importance importance of that need to be required steps
school and in the of academic lifelong learning taken over the toward transition
workplace achievement to and acquiring next few years from high school
future career new skills for transition to postsecond-
success from high school ary education,
to postsecond- training pro-
ary education/ grams or the
training workplace
Standard C4: Demonstrate an understanding of work/life balance and how it

impacts quality of life, personal and financial well-being, and lifestyle choices.
K–3 4–5 6–8 9–10 11–12
Discuss “wants” Understand Participate in a Demonstrate Learn how

versus “needs” different types financial literacy/ their own to create a
as related to of work, different cost of living financial simple budget
work, income types of require- lesson independence distinguishing
and lifestyle ments for jobs between wants
and the different and needs
types of expecta-
tions for jobs
Discuss why they Learn to use time Create a week- Manage a Plan a calendar
like or dislike management ly calendar of calendar of of senior year
performing skills homework time, extracurricular events, including
certain tasks extracurricular activities, work, college/career
activities & family school work, etc. material submis-
events sion timeline
Discuss what Explore and Understand the Participate in Participate in

makes them research the relationship be- job shadows job shadows
happy and how concept of tween communi- and internship and internship
that impacts their career clusters ty service/ opportunities opportunities
quality of life and learn about extracurricular to explore what to explore what
job opportunities activities and fields are of fields are of
career goals interest interest
Standard C5: Identify a plan to make a successful transition from

school to postsecondary education and/or the world of work.
K–3 4–5 6–8 9–10 11–12
Identify at least Understand how Describe the Develop a sys- Create a resume
5 different jobs/ attendance, relationship tem for collect- and fill out mock
careers punctuality, and between level of ing information job applications
doing one’s best education/train- that will be
transfer to the ing and career helpful in writing
workforce and goals a resume (i.e.,
are important participation in
extracurricu-
lar, community
service activities,
awards)
Learn to create Discuss personal Identify career Create a career Participate in

simple plans habits of clusters that they plan/goals by an internship
of action for persistence, would want to selecting a or job shadow
completing a resilience, and pursue as part of career pathway experience and
task effort as applied their career plan within a career mock interview
to future success cluster
Use programs Understand the Understand Attend a college Attend a college

like PAWS & transition to the transition and/or career fair and/or career fair
Jobland to middle school, to high school,
explore the participating participating
world of work in transition in transition
activities activities
Standard C6: Demonstrate an understanding of technology in the workplace.
K–3 4–5 6–8 9–10 11–12
Identify why Research 5 jobs Understand Apply Analyze career

technology is used that have tech appropriate knowledge of outlooks and
at school and in requirements as technology use technology and opportunities
the workplace part of the job in school and in social media to for employment
personal time research and using
organize career appropriate
goals technology
Social-Emotional Domain
Standard S/E1: Demonstrate an understanding of how individual actions

can impact relationships, environments, and influence other people.
K–3 4–5 6–8 9–10 11–12
Identify and Demonstrate Express feelings Identify the Demonstrate an

express feelings ways to make appropriately for difference understanding
and keep friends the environment between positive of all elements
or situation and negative of effective oral
relationships and written
communication
Share Reflect on how Learn the conflict Recognize the Apply effective
feelings when our words and resolution impact that communication
appropriate and actions can process change and skills in conflict
listen to others impact others transition can situations
about their have on personal and when
feelings development experiencing
and social negative
interactions emotions
Acknowledge Discuss ways to Identify differ- Demonstrate Create positive

the needs of solve problems ences between effective and supportive
others with others nonverbal and leadership skills relationships
verbal commu- with others to
nication and support their
demonstrate success
active listening
skills
List Understand Learn about Demonstrate an Demonstrate

characteristics of the difference positive understanding of skills effectively
a good friend between leadership styles group dynamics express
assertive and and how they opinions,
aggressive influence attitudes and
behavior relationships beliefs in a group
situation
Standard S/E2: Demonstrate cultural awareness when

collaborating with others and taking steps to be inclusive.
K–3 4–5 6–8 9–10 11–12
Identify skills Demonstrate Investigate ways Demonstrate Recognize

used for positive skills for working to help and respect for all that everyone
interpersonal cooperatively engage others cultural traditions has rights and
relations in the school or and heritage responsibilities
community
Standard S/E2: Demonstrate cultural awareness when

collaborating with others and taking steps to be inclusive.
K–3 4–5 6–8 9–10 11–12
Acknowledge Identify and Demonstrate an Analyze the Demonstrate

that all people explore opportu- understanding impact of skills to
have likenesses nities to devel- of the negative individual effectively
and differences op personal impacts of similarities and express and
strengths and excluding others differences on listen to diverse
assets (including interpersonal opinions, habits
unique cultural relationships of mind, and
and language beliefs in a group
assets).
Develop Demonstrate Recognize Demonstrate the Accept and

strategies respect for individual ability to take appreciate
to build alternative points differences in the perspective individual
relationships of view ethnicity, culture, of others, differences in
with others who race, religion, including those ethnicity, culture,
are different and lifestyle from different race, religion,
from you backgrounds and lifestyle
Recognize the Demonstrate an Understand their Understand the Demonstrate

value of others understanding own cultural characteristics their civic
contributions of a variety vantage point of a free and responsibility in
of cultures, democratic so- building a better
ethnicities, and ciety in relation society
religions from to acceptance of
around the world alternative view-
points, lifestyles,
and choices
Standard S/E3: Demonstrate the ability to make decisions, think divergently,

and take steps to achieve desired outcomes.
K–3 4–5 6–8 9–10 11–12
Identify Demonstrate an Analyze possible Develop Analyze the

decisions that understanding of alternatives effective coping influence of
need to be the steps in the when peer skills when others on their
made at home, decision-making pressure is dealing with decisions
in school, and in process influencing a difficult decisions
the community decision
List the possible Demonstrate Increase Demonstrate Practice taking

outcomes and responsibility for capacity to effective personal
consequences of decisions and generate decision-making responsibility
a decision actions multiple skills that lead for negative
alternatives to positive consequences of
before making interpersonal decisions made
decisions relationships
Standard S/E3: Demonstrate the ability to make decisions, think divergently,

and take steps to achieve desired outcomes.
K–3 4–5 6–8 9–10 11–12
Understand that Demonstrate an Identify sources Demonstrate the Identify resourc-

all decisions understanding of information for ability to seek, es to support
have alternatives of how personal decision-making identify, and decision-making
decisions can in school and in evaluate relevant about the tran-
also impact the community information sition from high
others for aiding in school to their
decision-making postsecondary
plan
Demonstrate Identify when Demonstrate Demonstrate the Reflect on

when, where, peer pressure how to evaluate ability to put a personal
and how to seek is influencing a options, make plan into action decisions made
help for solving decision a choice, and when faced with and evaluate the
problems develop a plan a problem success of the
when faced with decision-making
a problem process for that
situation
Standard S/E4: Demonstrate an understanding of the relationship

between practicing self-care and personal well-being.
K–3 4–5 6–8 9–10 11–12
Identify personal Identify personal, Identify positive Understand Demonstrate a

positive values, habits of ways to respond the negative positive attitude
characteristics mind, and beliefs to negative impact unhealthy towards yourself
comments and relationships can as a unique and
situations have on your worthy person
well-being
Learn techniques Identify sources Identify self-care Learn about Develop a deep-
for managing and causes of options for self and apply locus er understanding
negative feelings negative feelings and others when of control to of their person-
such as anger, such as anger, in need situations that ality and tem-
stress, sadness, stress, sadness, trigger negative perament and
and anxiety and anxiety emotions how it relates to
effective self-
care practices
Identify activities Develop Understand Develop skills Demonstrate the

that bring out effective coping the importance to balance and ability to self-reg-
positive feelings skills for dealing of taking care manage life ulate negative
and emotions with problems of our bodies events, personal emotions,
and negative and personal issues, and control impulses,
feelings wellness school success and motivate
themselves in all
environments
Standard S/E4: Demonstrate an understanding of the relationship

between practicing self-care and personal well-being.
K–3 4–5 6–8 9–10 11–12
Understand Complete a Evaluate stress Demonstrate an Identify ways to

internal versus stress inventory level and ability understanding of manage multiple
external to utilize healthy environmental, stressors as
stressors coping skills societal, and they transition to
individual postsecondary
stressors education and/or
work
Participate in Understand the Identify signs of Identify when Prepare to take

conversations importance of depression and/ self or others are charge of their
about what healthy feelings, or suicide in self struggling with own mental
“mental health” thoughts, and or others and suicidal ideation health as they
means actions and who who to go to for and who to go to transition to
to go to for help help for help postsecondary
education and/or
work
Standard S/E5: Demonstrate understanding and practice of personal safety skills.
K–3 4–5 6–8 9–10 11–12
Describe Identify ways to Demonstrate Differentiate Demonstrate

appropriate and practice self- ways to resist between situa- self-control in
inappropriate control peer pressure to tions requiring the classroom,
physical contact use drugs/alco- peer support and school, and
hol or make other those requir- community
risky behaviors ing adult and/
or destructive or professional
decisions assistance
Describe the Demonstrate the Describe Apply effective Identify

differences be- ability to assert the types of problem solving strategies and
tween a safe and boundaries, harassment, the and decision- resources for
unsafe environ- rights, and consequences of making skills to assistance with
ment or situation personal privacy harassment, and make safe and harassment
and identify situ- how to report healthy choices and/or abusive
ations that would incidents in relationships relationships
require them to
seek help
Identify safe Identify school Demonstrate Know school Know community

people in school and community safe and referral options referral options
and in the resources for responsible for self and oth- for self and
community and assistance behavior in ers in emotional others in
demonstrate with personal school and in the need and school emotional need
how to ask them concerns community procedures for when to ask for
for help responding to help
harassment
With adult Demonstrate Demonstrate an Develop Identify safe

assistance, knowledge of understanding strategies to alternatives to
identify and the emotional of peer pressure resist peer risky behaviors
perform tasks and physical and appropriate pressure from (e.g., trying
that contribute to dangers of responses different sources drugs, getting
the operation of substance use/ (e.g., friend, into a car with
the classroom abuse and other family member, a drunk driver,
risky behaviors classmate, walking home
or destructive significant other, alone)
decisions stranger)
Standard S/E6: Demonstrate an understanding of the risks and responsible use of technology.
K–3 4–5 6–8 9–10 11–12
Identify what Describe Use online tools Understand the Understand

personal inappropriate and technology permanence how their digital
information is safe and mean responsibly of their digital identity can
and appropriate to behavior online to enhance identity impact their life
share online and how it can learning and outside of the
be reported and social interaction digital world
addressed
Appendix B
Implementation Guide Action Plan
This checklist and action planning tool can be used by multiple stakeholders to successfully
implement the CCSCF. School counselors and school counseling departments who have a com-
prehensive program in place, but need to transition their program to match the new framework,
can use the checklist to guide their work. For districts that do not currently have a school coun-
seling framework in place, the checklist can help school counselors collaborate with boards of
education and/or administrators to build their framework. The action planning tool will assist with
creating a timeline to prioritize and complete all necessary steps.
Build the Foundation Actions

In
Completed
Progress
Gain an understanding of the CCSCF 2020 and ASCA 2019 Frameworks
Review and adopt the 6 CT Framework Themes
Review and adopt the 3 CT Framework Domains
Review and adopt the 4 CT Framework Components
Review and adopt the CT Student Standards
Review and adopt the CT School Counselor Professional Standards
Review and adopt the ASCA School Counselors Ethical Standards
Review and adopt the CT School Counselor Evaluation Performance Tool
Ensure certified school counselors develop and deliver the
comprehensive school counseling curriculum
Assess the school counseling framework in the building or district
Conduct a needs assessment (Appendix I) and review school performance
data (i.e., Performance Profile, Accountability Report, postsecondary
outcomes, attendance data, failure rates, discipline data, discrepancies in
sub-populations)
Identify areas of strength and areas that are in need of revision or
development to align with the CCSCF 2020 and ASCA 2019
Share findings with the team and garner support from district- and
building-level administrators and educators to implement a CCSCF 2020
Design and Plan Actions

In
Completed
Progress
Develop/revise and publicize job descriptions which include clear state-
ments about school counselor responsibilities and list the related duties
(reference “ASCA Recommendations for Appropriate Activities for School
Counselors” on p. 30 to ensure non-counseling and administrative duties
are kept to the minimum in order to maximize direct services to students)
Develop a one- to three- year action plan for implementation of the four
framework components, including a timeline and person(s) responsible for
each item in the plan.
Identify needs assessments and tools from the CCSCF that will aid in data
collection regarding goals and areas of improvement
Implement Actions
In
Completed
Progress
Identify collaborators needed for implementation
Create and publish a calendar that outlines the school counseling

program delivery
Develop a one- to three-year action plan for implementation of the four

framework components (Define, Build/Implement/Monitor, Deliver, and
Assess/Act/Announce), including a timeline and person(s) responsible for
each item in the plan.
Develop a school counseling program budget that covers the cost of

delivering the content as designed in the CCSCF and the program’s
curriculum
Collect data on program implementation using the tools in the CCSCF
Ensure all curriculum materials and tools used in the comprehensive

counseling program align with the CCSCF and/or ASCA National Model
Make a plan so that the school counseling curriculum is reviewed and

adopted in the same way other curricular areas are reviewed and adopted
in the school district
Collaborate with other school counselors in the district to ensure the

school counseling curriculum is articulated between grade levels and
between school buildings
Provide confidential space for individual and group counseling activities
Collaborate with faculty to secure classrooms and large group spaces to

deliver the curriculum when needed
Provide adequate and protected storage space is for program materials

and student files
Evaluate Actions
In
Completed
Progress
Collect and analyze data about student progress using the tools in
the CCSCF to determine the results of the program and use to inform
program decisions
Update the Board of Education, district-level administrators, and building-
level administrators on program status and continuous improvement
efforts (recommended to update annually); Regularly update the school
and local community about program achievements and other aspects of
the school counseling program
Complete and analyze the framework assessment each year to compare
the school counseling program with the CCSCF to identify strengths and
areas for continued growth
Sustain Actions
In
Completed
Progress
Attend professional development and opportunities for continued learning
specifically for school counselors, which may include activities related to
the CCSCF, the school counselors’ goals, and the CT school counselor
performance standards.
Educate the Board of Education and district-level administrators to
recognize the CCSCF as an essential and integral part of the K–12
educational program as reflected in appropriate policy documents and
directives in accordance with CT Public Act 19-63
Ensure the School Counselor Evaluation in the school district reflects the
CT SEED-SESS Model
After fully implemented, apply for the Recognized ASCA Model Program
(RAMP) designation to show how the school counseling program makes a
difference in student achievement and success
Implementation Guide Action Plan Template
Action Item
Person(s)
Responsible
Priority
Timeline
Year 1
Sep-Dec
Jan-Apr
May-Aug
Year 2
Sep-Dec
Jan-Apr
May-Aug
Year 3
Sep-Dec
Jan-Apr
May-Aug
Appendix C
Connecticut Career Clusters
ASCA and the National Association of State Directors of CTE noted that school counselors can
explain CTE options to students in the framework of career clusters and programs of study to
inform student planning (Conneely et al., 2009). Mobley et al. (2017) added that students are
often more motivated to stay in school when enrolled in career-focused education. School
counselors improve their service to their students when they understand CTE offers numerous
benefits, including rigorous programs of study, academic and CTE curriculum and productive
relationships within the business community. These advantages serve as effective means that
school counselors can use to help all students make informed career decisions. Comprehensive
school counseling programs provide a way for school counselors to help students understand
all of their options that lead to the world of work, including CTE courses, through organized and
structured appraisal and advisement (ASCA Position Statement, 2018).
Appendix D
CCSCF Crosswalk
Academic Development
ASCA Next Generation

CCSCF Student Academic Mindsets & Career Ready Accountability
Standard Behaviors Practices CASEL SEL System
Demonstrate skills M2, M5, CRP2, CRP8, Self- NGAS1-NGAS12

for effective learning BLS4, BLS6, CRP7 management;
1 and achieving school BLS8, M4, responsible
success BLS3, BSMS6 decision-
making
Demonstrate ability BLS7, BLS6, CRP10, CRP8, self- NGAS5,
to plan a challenging BLS8, M4 CRP7 awareness; NGAS6,
2 program of studies to self- NGAS10,
prepare for a variety of management NGAS7
options after graduation.
Demonstrate an BLS8, M2, CRP1 , CRP4, self- NGAS4,
understanding of the M5, M6, CRP8, CRP9 awareness; NGAS3,
habits of mind of an BSMS5, M1, self- NGAS2, NGAS1
3 engaged student in M4, BLS3, management;
relation to all aspects of BSMS6 responsible
their lives. decision-
making
Demonstrate the ability BLS5 CRP11, CRP8, responsible
to integrate technology CRP2, CRP6 decision-
4
to enhance learning and making
to solve problems.
Demonstrate the ability BLS2, BLS10 CRP6, CRP1, self- NGAS12,
to use creativity and CRP12 awareness; NGAS11
outside experiences responsible
5 to enrich the learning decision-
process making;
relationship
skills
Demonstrate the ability M2, M5, CRP7, CRP8, responsible NGAS2
to set goals based on BLS6, BLS9, CPR10 decision-
reflective evaluation of BLS7, BSMS1, making, self-
6
current performance BSMS5, management
BSMS2,
BSMS6
Career Development
Next
ASCA Generation
CCSCF Student Career Mindsets & Career Ready Accountability
Standard Behaviors Practices CASEL SEL System
Identify personal values, BLS7, BLS4, CRP10 self- NGAS5,

personality, abilities and M5 awareness; NGAS6,
interests in relation to responsible NGAS7,
7 career options and the decision- NGAS8,
world of work. making; self- NGAS10,
management NGAS9,
NGAS1
Demonstrate the skills BLS1, BLS9 CRP7, CRP8, responsible
and abilities to research, CRP11, CRP10 decision-
8 identify career options, making; self-
and the necessary steps awareness NGAS5,
to obtain employment. NGAS6
Demonstrate effective BSS6, BSS7, CRP2, CRP6, social
workplace habits and BSS2, BSS1, CRP12, CRP9, awareness;
the ability to transfer BSMS1, CRP1 relationship
employability skills to BSMS3, skills; self-
future career success and BSMS 10, M4, management
9
from job-to-job across the BLS3 skills;
lifespan. responsible
decision-
making; self-
awareness
Demonstrate an BSMS8, CRP3, CRP5 self-
understanding of work/ BSMS10, M1 management;
life balance and how it responsible
10 impacts quality of life, decision-
personal and financial making; self-
well-being, and lifestyle awareness
choices.
Identify a plan to make a BSMS10, M4 CRP10, CRP2, responsible
successful transition from CRP5 decision-
11 school to postsecondary making; self-
education and/or the management NGAS5,
world of work. NGAS6
Demonstrate an BLS5 CRP11, CRP2
understanding of
12
technology in the
workplace.
Social-Emotional Development
Next
ASCA Generation
CCSCF Student Mindsets & Career Ready Accountability
Social-Emotional Standard Behaviors Practices CASEL SEL System
Demonstrate an BSS9, M6, CRP1, CRP5, social NGAS4

understanding of how BSS8, BSS6, CRP4, CRP8, awareness;
individual actions can M3, BSS2, CRP12 relationship
impact relationships, BSS3, BSS5, skills, self-
environments, and influence BSS4 awareness;
13
other people. self-
management;
responsible
decision-
making
Demonstrate cultural BSS7, BSS8, CRP12, CRP1, social

awareness when BSS6, BSS2, CRP5, CRP9 awareness;
14 collaborating with others BSS3, BSS4, relationship
while taking steps to be skills; self-
inclusive. awareness
Demonstrate the ability BLS9, BLS7, CRP6, CRP8 self-

to make decisions, think BLS1, BSMS5, management;
15 divergently, and take BLS6, M2, M5, responsible
steps to achieve desired M6, BLS2, decision-
outcomes. BSMS6 making
Demonstrate an M1, BSM8, CRP3 self-aware-

understanding of the BSS2, BSS3, ness; self-man-
16 relationship between BSMS2, BSMS8, agement;
practicing self-care and BSMS9 relationship
personal well-being. skills
Demonstrate understanding BSMS9, BSS8, CRP3, CRP5, responsible

and practice of personal BSMS2, BSMS4, CRP2, CRP1 decision-
17 safety skills. M4 making; self-
management;
self-awareness
Demonstrate an BSMS9, BSS9, CRP11, CRP1, responsible

understanding of the risks BSMS7, BSS8 CRP9 decision-
18 and responsible use of making; self-
technology. management;
self-awareness
Appendix E
Sample Job Descriptions by Level
Sample Job Description:
Elementary School Counselor
Elementary School Counselor Description:

Elementary School Counselors are educators uniquely trained in child development, learning
strategies, self-management and social skills, who understand and promote success for today’s
diverse students. They implement a school counseling framework to support students through
this important developmental period (ASCA, 2019).
Duties and Responsibilities:

• Use school counseling research-based standards and competencies to inform the
implementation of a comprehensive school counseling framework.
• Create systemic change through the implementation of a comprehensive school
counseling framework.
• Provide appraisal and advisement to all students through large group, classroom, small
group and individual settings.
• Implement a developmentally appropriate school counseling curriculum to all students.
• Collaborate with teachers, families and other staff on early identification and intervention
of children’s academic & social-emotional needs.
• Consult with families, teachers, administrators, and supporting agencies in regards to the
students’ academic & social-emotional needs.
• Make referrals to appropriate school and community resources.
• Provide short-term small group and individual counseling to help students learn coping
skills for personal, social, academic, and family concerns.
• Implement an effective career exploration program for all students.
• Develop and implement action plans aligned with annual student outcome goals and
student data.
• Collaborate with middle school staff to assist students in making a smooth transition to
middle school; provide orientation activities for incoming students and their families.
• Consult and be a resource for teachers. Take a leadership role in seeing the infusion of
counseling content into the curriculum.
• Provide family education materials and programming, helping families with school-related
problems and issues.
• Work collaboratively with school psychologists, social workers, school nurses and other
agencies to provide multi-tiered systems of support to students & families.
• Review the comprehensive school counseling framework annually, revising it as needed
and planning yearly/monthly calendars of counseling program activities as well as
conducting annual needs assessments.
• Advocacy for all students for fair, just and compassionate treatment, including of high-
needs populations and families.
• Advocate for rigorous courses and higher education for underrepresented groups
• Support Section 504 plans and IEPs.
• Use data to identify gaps in achievement, opportunity and attainment.
Qualifications:
• Master’s Degree in School Counseling, CT Certification in School Counseling (068)
• Training and/or experience with college and career equity counseling or experience.
• Demonstrate knowledge and expertise with the CCSCF and the ASCA National Model
• Demonstrate knowledge of best practices and methodologies in school counseling,
aligned with current state and national standards
• Ability to work cooperatively with school leadership, staff, families and the community
• Ability to utilize technology and data to address student and department needs
• Superior communication skills (oral and written)
• High standards of ethics, honesty, and integrity

Middle School Counselor
Middle School Counselor Description:

Middle school counselors are educators uniquely trained in child and adolescent development,
learning strategies, self-management and social skills. They implement a school counseling
framework to support students through this important developmental period (ASCA, 2019).

students’ academic and social-emotional needs.
• Implement an effective career exploration program for all students that may include
career fairs, high school fairs, field trips, and job shadows. Choose appropriate career
inventories for students to take.
student data.
• Collaborate with high school staff to assist students in making a smooth transition to high
school; work with 8th grade students to prepare for high school and explore high school
options.
problems and issues.
• Participate in team meetings, student strategy teams, and 504/PPT meetings as
appropriate.
• Review the comprehensive school counseling framework annually, revising it as needed,
• Advocacy for all students for fair, just and compassionate treatment, including of high
• Advocate for rigorous courses and higher education for underrepresented groups
Qualifications

High School Counselor (Courtesy of Hartford Public Schools)
High School Counselor Description:

High school counselors are educators uniquely trained in child and adolescent development,
learning strategies, self-management, and social skills who understand and promote success for
today’s diverse students. They implement a school counseling framework to support students
through this important developmental period (ASCA, 2019).

students’ academic & social-emotional needs.
student data.
• Collaborate with middle school staff to assist students in making a smooth transition to
high school; and provide orientation activities for incoming students and families.
problems and issues (e.g., college nights, financial aid nights, career fairs).
• Participate in team meetings, student strategy teams, and 504/PPT meetings as
appropriate.
• Guide high school students starting in 9th grade to help them develop their
postsecondary educational/career plans, coordinate career assessments & interpret
results to help students in their planning.
• Provide individual assistance to students regarding their academic, career and social-
emotional needs.
• Review and evaluate student transcripts.
• Review credits, grades and transcripts with students, helping them meet graduation
requirements and develop academic plans for success and future career planning.
• Provide college & career counseling to all students. Provide information on scholarships,
NCAA requirements, financial aid and college fee waivers.
• Assist students in preparing for and navigating the college admission process.
• Review the comprehensive school counseling framework annually, revising it as needed
• Advocacy for all students for fair, just and compassionate treatment, including of high
• Advocate for rigorous courses and higher education for underrepresented groups.
Qualifications:

Department Head or Director for the School Counseling Department
Director or Department Head Description:

The primary role of the Director or Department Head is to provide leadership for the
implementation of the Connecticut Comprehensive School Counseling Framework (CCSCF) for
grades K–12; to coordinate and develop departmental services, programming and activities that
support college and career readiness and remove barriers that may impede learning; to mentor,
coach and supervise school counselors in the department.
The Director or Department Head reports directly to the Principal or designee. The position is
effective July 1, 20XX and will continue through June 30, 20XX.

• To build, implement, and monitor the Connecticut Comprehensive School Counseling
Framework.
• Ensure school counseling goals are aligned to the district’s mission and goals.
• Identifies professional development needs for the department based priorities and needs.
• Assists in the formulating of district policies, administrative regulations and strategic
actions
• Evaluates and makes recommendations for school counseling framework regularly.
• Collaborates with administration with the implementation of plan process; SRBI/SAT,
Section 504 & PPTs.
• Participates in the development and articulation of the school counseling evidence-based
curriculum.
• Coordinates the implementation of the school counseling curriculum.
• Assist in the establishment of district, building, and departmental objectives and assist
with the development of a plan for implementation and evaluation of these objectives.
• Model competence in counseling content, instruction, and pedagogy.
• Lead department in developing and executing activities that promote postsecondary

college and career readiness for all students.
• Uses and coordinates the use of school data to ensure the counseling program is
meeting the academic, college/career, and social-emotional development of all students.
• Works with district administration to ensure a successful implementation and continuous
evaluation of the comprehensive school counseling framework.
• Identifies needs and assists with the implementation of staff development for counselors.
• Coordinates the student course selection process within the department.
• Ensure the use of the Services Delivery (school counselor) evaluation.
• Plans and facilitates department meetings.
• Participates on interview committees.
• Carries student caseload as determined by the principal.
• Assists in preparing an annual budget for the department.
• Maintains an inventory of department supplies and equipment.
• Performs other duties as assigned.
Qualifications:
• Master’s Degree in School Counseling, CT Certification in School Counseling (068) and
School Administration (092) or Department Chair (105).
• Five (5) years of successful experience in school counseling.
• Prior demonstration of exemplary attendance and evaluation are expected of any
candidate for hire.
• Ability to exercise effective leadership in the supervision of staff
• Ability to organize a department in a manner that meets the needs of the student
population
• Ability to work with district administration to ensure a successful implementation and
continuous evaluation of a comprehensive school counseling framework
Appendix F
Connecticut School Counseling Framework Assessment
CT’s School Counseling Implementation In Not

Comments
Model Components with Fidelity progress at all
Build, Implement, Monitor (Manage)
Vision Statement
Aligned with ASCA National Model’s

criteria for exemplary vision statement.
Mission Statement
Aligned with ASCA National Model’s

criteria for exemplary mission statement.
Data
School data summary prioritizing data

points addressed through the school
counseling program completed.
Annual Student Outcome Goals
a. School improvement plan reviewed to

identify school priorities.
b. Outcome goals created based on

student, school and/or district data to
close the achievement, opportunity and/
or information gaps.
c. Goals written in SMART format: specific,

measurable, attainable, relevant, time-
bound.
Use-of-Time Calculator
Use-of-time calculator completed at least

twice a year.
Annual Administrative Conference
Conference held with supervising

administrator. Template completed and
signed by the school counselor and
supervising administrator within first two
months of school.

Comments
Build, Implement, Monitor (Manage)
Advisory Council
Agendas and minutes completed from at

least two meetings (one from the fall and
one from the spring).
Action Plans
Detailed classroom lessons and groups

action plans aligned with the CT State
Student Standards.
Closing-the-gap action plan aligned with

the CT State Student Standards.
Lesson Plans
Lesson plans identifying activities to be

delivered, standards to be addressed, to
whom activities will be delivered, how they
will be delivered, and how data will be
assessed to determine impact on student
outcomes completed.
Calendars (Annual and Weekly)
Highly detailed annual calendar created

(includes specific examples with dates and
times for major activities) documenting
all activities, events and services within
the comprehensive school counseling
program.
Weekly calendars available for each

school counselor.
Deliver
Direct Student Services
Classroom lessons/large-group activities

are delivered and outlined using lesson
plans.
Small-group sessions are delivered and

outlined using lesson/session plans.
Indirect Student Services
Indirect student services are reflected on

weekly calendars.

Comments
Classroom and group results report

completed.
Closing-the-gap results report completed.
School Counselor Professional Standards

and Competencies assessment
completed.
School counseling framework assessment

completed.
School counseling performance appraisal

is conducted annually.
Program results are shared with school

staff and stakeholders.
Appendix G
Sample Lesson Plan
Lesson Title:
Grade Level:
Domain:
Approximate Running Time:
Stage 1: Desired Results

What CCSCF student standards/competencies will the lesson address?
CCSCF Student Standards & Competencies
Understandings: Essential Questions:

Key ideas students should remember after details What are the most important questions related to
have been forgotten. this topic that will stimulate student conversation,
foster understanding, and transfer learning?
Students will understand that…
Students will know… Students will be able to…

Key knowledge or skills students will take away What should students eventually be able to do as
from this lesson. a result of their acquired skills and knowledge?
Stage 2: Assessment Evidence

How will we measure outcomes to show students learned the material and met the competencies listed
in Stage 1?
Stage 3: Learning Plan

What are the details of the lesson and associated activities? How will you address diverse learning styles?
Materials Needed/ Notes Regarding Presentation

What supplies are needed to deliver the lesson (i.e., worksheets, computers, etc.) or notes regarding the
lesson do we need to remember?
Materials:
Based on McTighe, J. & Wiggins, G. (2013). Understanding by Design (2nd ed.).Alexandria, VA: ASCD.
Appendix H
Sample Annual Calendars
Sample Elementary School Annual Calendar
*dates subject to change year-to-year
Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun
Parent/Team Parent/Team
New Families Open House NWEA Testing Classroom placement meetings
conferences conferences
Schoolwide
NWEA SBAC Testing
All School assembly as NWEA Testing
Testing 3rd & 4th
activities community
Climate
Family
Survey
walk-throughs
3rd & 4th
Intro to Skills for Kindness and relationship skills

Grade K Identifying
School learning Self-management/Mindfulness
Lessons feelings
Counselor Self-Kindness Activities
Kindness and relationship skills

Grade 1 Skills for Exploring
Self-management/Mindfulness
Lesson learning feelings
Self-Kindness Activities
Career
Grade 2 Growth Day and/or
Reaffirming Friendship Self-management/Mindfulness
Lessons Mindset Career
role of School Self-Kindness Activities
lessons
Counselor
Grade 3 Growth
Self-management/Mindfulness
Lessons Mindset

Grade 4 Respecting
Self-Awareness Self-management/Mindfulness Goal Setting 4th Grade Transition
Lessons differences
Ongoing: 504 Meetings & Case Management, PPT Meetings, SRBI, Individual Student Meetings, Group Counseling, New Enrollments, Crisis Intervention, Morning and/or Afternoon Check-In,
Parent Meetings, Student Support Services Meetings, Department Meetings, Professional Development, Leadership Meetings, Provide Professional Development to Certified and Non Certified Staff,
District Safe School Climate Meetings, Building Safe School Climate Meetings, Communicating with Outside Providers, Coordinating Support for Families in Need
Sample Middle School Annual Calendar

8th grade 8th grade
Technical
Scheduling HS Course HS Course Scheduling grades 4-7
School Visits
Selections Selections
New New Student 8th Grade Visit to 4th Grade 4th Grade
Registrations Groups High School Transition Parent Night
Tech counsel- HS Open House ACT Open Parent/Team

All School or breakfasts for 8th grade House conferences
activities Tech
MS Open Tech School Open
acceptances
House Houses
announced
Ag apps
Tech apps due ACT apps due
due
NWEA
NWEA Testing NWEA Testing SBAC Testing
Testing
Mean
Conflict Conflict
Grade 5 Transition Transition Mean Spirited vs. Spirited vs. Empathy & Emo- Career
Resolution Resolution Career lessons
Lessons lessons lessons Bullying lessons Bullying tions lessons lessons
lessons lessons
lessons
Sexual
Grade 6 Mental Health
Career Unit Harassment
Lesson Unit
Unit
Values/Morals & Lesson

Grade 7 SOS Suicide
Career Unit Decision-making TBD based
Lessons Prevention lesson
lesson on Need
SOS Healthy Lesson

Grade 8 Job Shadow Job Shadow
Refresher Relationships TBD based
Lessons (Career) Intro Expo
lesson lesson on Need
Ongoing: 504 Meetings & Case Management, PPT Meetings, CORE, SRBI, Individual Student Meetings, Group Counseling, Scheduling, New Enrollments,
Crisis Intervention, Morning Check-In, Parent Meetings, Student Support Services Meetings, Department Meetings, Professional Development
Sample High School Counseling Curriculum Calendar

Financial Aid Course Selection
Scheduling Scheduling
Parent Night Presentations
New
College Fair College Fair Course Selection AP Testing
Registrations
Senior
Senior Advisory
Jr. SEL Advisory Jr. SEL Advisory Local Scholarships Graduation
Assembly
Credit Audits
Senior Meetings including SEL ASVAB Testing
Junior Seminar Junior Meetings
SAT School
PSAT Sophomore Seminar on
Job Shadows Day UCONN ECE Registration
Grades 10 & 11 Social-Emotional Skills
Grade 11
Sophomore
Sophomore Meetings
Career Day
Freshman Middle School

Freshman Freshman Meetings regarding Course Selection
Advisory visit to high
Orientation Social-Emotional Learning Presentations
Assembly school
Freshman High School 8th Grade College

Parent Information Curriculum Funding Parent
Presentation Night Parent Night Presentation
SAT Saturday SAT Saturday SAT Saturday
Open House Appeals Appeals
Ongoing: 504 Meetings & Case Management, PPT Meetings, CORE, SRBI, Individual Student Meetings, Group Counseling, Scheduling, New Enrollments,
Crisis Intervention, Morning Check-In, Parent Meetings, Student Support Services Meetings, Department Meetings, Professional Development
Appendix I
Needs Assessment Samples
Middle School Student Needs Assessment

Student needs assessments should always be given with guidance in order to ensure students
understand the statements. An electronic version where the data can be easily collected is
preferred, but paper versions work as well. Here is a sample of questions that could be asked on
a middle school student needs assessment.
Student Needs Assessment

Directions: This is a short questionnaire about you and what you need. Please take it seriously and
answer honestly. This information will be used by your counselor to determine if you should be in a
group or meet with them individually.
Last Name & First Name: Yes No
I need help/talk about making friends/fitting in

I need help/talk about dealing with peer pressure
I need help/talk about getting involved with school activities
I need help/talk about anxiety/worrying about school
I need help/talk about anxiety/worrying about home
I need help/talk about concerns with drug/alcohol use (me or someone else)
I need help/talk about concerns with helping myself (gaining more self-confidence,
feeling better about myself, expressing my thoughts/feelings)
I need help/talk about concerns with feeling sad or depressed
I need help/talk about wanting to hurt myself (self-harm) in some way
I need help/talk about concerns with handling teasing, mean-spirited or bullying
behaviors
I need help/talk about concerns with sadness over the loss of a loved one or pet
I need help/talk about concerns with dealing with anger
I need help/talk about concerns with parent divorce or separation
I need help/talk about concerns with identity, sexual orientation (questioning who I am)
I need help/talk about concerns with feeling stressed (from home and/or school)
I need help/talk about concerns with skills for resolving conflicts/problems with
others
I need help with something not listed. Please write what you need help with below:
High School Student Needs Assessment Sample

Student Instructions: The school counseling department wants to ensure we develop and provide programs
that meet your needs and determine/know how well you believe the school counselor is meeting your
needs. Please be totally honest in your responses. Only you will know the answers you provide as we include
no student identifying information on this survey. This survey will help us learn how many students need
programs and activities on certain topics. Thank you for helping us better meet your needs. Please read each
statement and mark the most appropriate answer choice for you.
Answer each statement and

check how true it is. Neither
Strongly Strongly
Agree Agree nor Disagree
I need help with the following Agree Disagree
Disagree
PERSONAL concerns:
1. Making friends
2. Fitting in at school
3. Dealing with peer pressure
4. Improving communication
5. Getting involved in school

activities
6. Dating or relationship issues
7. Concerns about alcohol and/or

drug use
8. Helping myself (gaining more
self-confidence, feeling better
about myself, expressing my
feelings and thoughts)
9. Handling teasing or being
bullied
10. Getting along with other
students better
11. Getting along better with family
members
12. Feeling sad or depressed
13. Feeling suicidal
14. Grief over the loss of a loved

one
15. Parental divorce or separation
16. Dealing with anger
17. Feeling stressed
18. Skills for resolving conflicts

High School Student Needs Assessment Sample, continued
Answer each statement and

check how true it is. Neither
Strongly Strongly
Agree Agree nor Disagree
I need help with the following Agree Disagree
Disagree
PERSONAL concerns:
19. Being more organized
20. Managing my time better
21. Improving study skills
22. Reducing test anxiety
23. Improving test-taking skills
24. Understanding what my test

scores mean in relation to
academic and career planning
25. Understanding the best career
options for me
26. Planning my options after high
school
27. Understanding my learning
style to improve how I learn
28. Understanding graduation
requirements
29. My counselor is available to
me when I need to see him or
her.
30. I feel comfortable going to see
my counselor to get help with
SCHOOL concerns.
31. I feel comfortable going to see
my counselor to get help with
PERSONAL Concerns.
32. My classes keep me interested
in the topic.
33. I like coming to school.
34. My teachers are willing to help
me when I have questions.
35. The school is involved in my
developing my education plan.
36. My counselor has met
individually with me least
once to help me understand
the relevance of the SBAC/
CMT/CAPT/PSAT and what my
scores mean to me.
37. My counselor or an advisor

has explained the importance
of Naviance career inventories
and my future plans.
38. I understand why I take the
PSAT.
39. I understand why I need a
good education.
40. I will stay in school until I
graduate high school.
41. I will continue my education
after high school.
Other concerns: Please list any other concerns or needs that were not mentioned that you personally
would like the school to help you with:
Family Needs Assessment Sample
Thank you for taking a few minutes to complete the school counseling survey. The answers you
provide will help the school counselors offer classes and programs to better meet the needs of
your student(s) and family.
1. What grade is your child in?
2. What school does your child attend?
3. As a parent/guardian, I would like my student to know how to:

☐ Improve study skills
☐ Improve test taking skills
☐ Improve organization skills
☐ Set goals for myself and achieve them
☐ Manage time better
☐ Improve ability to focus in class
☐ Learn how to get grades up
☐ Better understand my abilities, interests, and learning style
☐ Get help when I need it
☐ Be able to talk to my teachers when I do not understand something
☐ Figure out what careers match my interests/abilities
☐ None of the above
☐ Other (Please list below):
4. What concerns do you have for your child and/or would you like them to get help with?
☐ Not having at least one person at school to talk to if I have a problem
☐ Problems getting along with friends
☐ Not getting along with adults at school or at home
☐ Bullying/harassment
☐ Dealing with change/new situations
☐ Feeling unsafe at school or on the bus
☐ Difficulty controlling anger
☐ Peer pressure to try alcohol or drugs
☐ Divorce or separation in your family
☐ Losing a friend or family member
☐ Helping or defending a friend who is being bullied
☐ Financial problems in the family

☐ Stress or anxiety
☐ Rumors and gossip
☐ Receiving bad grades
☐ Test anxiety
☐ Keeping locker and backpack organized
☐ Missing too much school
☐ Screen addiction (video games, social media, internet)
☐ Weight issues
☐ Racism/discrimination
☐ Being new to our school
☐ Self confidence
☐ Depressed feelings
☐ College/Career exploration
☐ Vaping/Smoking
☐ Other (please list below):
5. W
hat is your biggest concern about your student going to the middle school/high school/
graduating?
6. How else could the counseling department help students or families? Please describe below.
7. How do you prefer to get information about school counseling programs and services?
☐ Newsletter
☐ Twitter
☐ Facebook
☐ Instagram
☐ Naviance
☐ School Website
☐ Phone call
☐ Other (please indicate):
8. What types of programs for families would you be interested in participating in?
☐ Parent workshops
☐ Podcasts
☐ Webinars
☐ Guest speakers
☐ Coffee with the counselor
☐ Individual meetings with your child’s counselor
☐ Other (please describe):
9. What are the best times for counselors to offer family programs?
☐ 7:00 am-10:00 am
☐ 11:00 am-1:00 pm
☐ 3:00 pm-5:00 pm
☐ 6:00 pm-8:00 pm
☐ 7:00 pm-9:00 pm
☐ Saturdays
☐ Other (please indicate):
10. What topics would you be interested in learning about as a parent/guardian?

☐ Graduation requirements
☐ Financial aid
☐ Postsecondary planning
☐ Bullying
☐ Anxiety
☐ Curriculum offered at school and planning coursework
☐ Vaping
☐ Cyber safety
☐ Gaming & technology addiction
☐ How to help your student achieve in school
☐ Other (please describe):
11. School counselors teach classroom lessons to help students learn skills related to career
exploration, academic success, and social-emotional health. The items below are topics
that are often covered by school counselors. Please rank each topic by level of importance.
For example, put a 1 next to the topic that is most important to teach your child. Put a
number 18 next to the topic you find is least important.
Learning how to balance work and life

Skills for achieving school success
roles
Learning how to plan for a variety of options How to transition from being a high school
after high school student to life beyond high school
Understanding how to become more Learning about technology in the

engaged workplace
Understanding how our own actions

Using technology to problem solve and
and choices impact others and our
enhance learning
environment
Understanding and appreciating different

Learning how to set goals and adjust goals
cultures
Learning how to use creativity and outside- Understanding the relationship between
of-school experiences to support learning in practicing self-care and good personal
school well-being
Identify personal skills, values, and interests

Learning personal safety skills
to help explore careers
Learning about effective workplace habits for Learning about risks of using technology
career success and how to use it safely
Learning about effective workplace habits for How to make decisions and follow them
career success through (persistence)
Appendix J
School Counselor Use of Time-Monthly Report Sample
School Counselor:
Month:
School Counseling Curriculum Grade 5 Grade 6 Grade 7 Grade 8

Number of school counseling classes
Number of group guidance/information sessions
Number of individual planning sessions
Number of individual sessions on progress reports/grades
Responsive Services Grade 5 Grade 6 Grade 7 Grade 8

Number of individual counseling sessions
Number of group counseling sessions
Number of crisis/emergency interventions
Number of staff consultations
Number of parent consultations
Referrals Grade 5 Grade 6 Grade 7 Grade 8

Number of referrals from school staff
Number of parent referrals
Number of student referrals (peers or self)
Number of referrals made to other support staff
(psychologist, social worker, etc.)
Number of or referrals to outside agencies
Number of 211 calls made
Other
Number of PPTs & 504s attended
Number of student schedule changes made
Number of school/district committee meetings attended
Number of parent/student programs
Other counseling duties & time spent:
Non-counseling duties & time spent:
* This form can easily be modified for other grade levels. Counselors may need to adjust the duties
recorded depending on the grade level.
Appendix K
Full, Equal and Equitable Partnerships with Families:
Connecticut’s Family Engagement Framework
From the moment of birth throughout life, families have enormous influence on their children’s
learning and development. A large body of research has identified high-impact strategies to
engage families that can produce dramatic gains in children’s social and emotional development,
academic achievement, and success in life. School counselors are uniquely positioned to create,
lead, facilitate and assess these partnerships and work to remove barriers to:
• promote student academic, career and social-emotional development;
• inform families about relevant community resources;
• actively pursue collaboration with family members and community stakeholders
Guiding Principles (CSDE, 2019)

1. Build collaborative, trusting relationships focused on learning. For example: Offer getting-
to-know-you meetings in smaller, informal settings. Make relationship-building home visits.
Co-design with families a preschool-elementary school transition program.
2. Listen to what families say about their children’s interests and challenges. For example:
Pay attention to different cultural perspectives and use families’ ideas to create programming,
tailor instruction, improve discipline practices, design professional development, and recruit
early learning providers, school leaders and staff.
3. Model high-quality learning practices. For example: Share how families can engage children
in interactive play, reading, and hands-on math activities that promote problem solving. Invite
families to visit the afterschool program, meet staff, and join the activities. Host “classroom
visits” for families to see firsthand what their kids are doing in class and how the classroom is
set up for learning.
4. Share information frequently with families about how their children are doing. For
example: Talk about the skills that will help children upon their transition to kindergarten and
discuss children’s progress with families regularly. Explain your school or program’s high
achievement goals and ask families about their ideas to help their kids reach them.
5. Talk with students about how they want teachers and families to support their learning.
For example: Include students’ ideas in Title I school-family compacts, personal learning
plans, and requests for professional learning. Respond to what students say about social and
emotional issues. In middle and high school, set up an advisory system, so that all students
have someone who knows them well and who can be their advocate in the school and the
primary contact for their families.
6. Co-develop cultural competence among staff and families. For example: Build students’
home cultures into programming and curriculum. Invite families and early learning providers/
teachers/community learning program staff to share their cultural and family traditions.
Showcase the diversity in your early learning setting, school, or afterschool program.
7. Support families to become effective leaders and advocates for children. For example:
Collaborate with initiatives that develop families’ knowledge and skills to become civic
leaders and problem-solvers. Provide information about how the education system works,
from early childhood to higher education, and how to advocate for their children’s needs and
opportunities within that system.
For more information, please visit Full Equal and Equitable Partnerships with Families.
Appendix L
Resources
The American School Counselor Association – ASCA supports school counselors’ efforts to help
students focus on academic, career and social-emotional development so they achieve success
in school and are prepared to lead fulfilling lives as responsible members of society.
• ASCA-adopted Ethical Standards for School Counselors – These standards are the ethical
responsibility of all school counselors.
• ASCA School Counselor Professional Standards and Competencies – These standards
and competencies help ensure new and experienced school counselors are equipped to
establish, maintain and enhance a comprehensive school counseling program addressing
academic achievement, career planning and social-emotional development.
• ASCA Mindsets & Behaviors for Student Success: K–12 College- and Career Readiness for
Every Student describe the knowledge, skills and habits of mind students need to achieve
academic success, college and career readiness and social-emotional development.
• ASCA Position Statements – ASCA-adopted positions on a number of school counselor-
related topics.
• ASCA Suicide Prevention Guidebook Available for Schools – Update your school’s suicide
prevention, intervention and postvention policy with the revised Model School District
Policy on Suicide Prevention, a comprehensive guidebook offering best practices for K–12
schools, school districts and policymakers.
Center for School Counseling Outcome Research & Evaluation – CSCORE is dedicated to
improving educational opportunities and outcomes for all children through identifying and
developing research-based and effective school counseling practices. CSCORE conducts and
disseminates findings from research about career, social-emotional, and academic interventions;
provides K–12 leaders and practitioners with information about data-based decision-making,
evidence-based practices, and program evaluation; and provides international leadership in the
measurement of the outcomes of school counseling interventions and programs.
School Counseling Analysis, Leadership and Evaluation (SCALE) – The SCALE Research
Center is an interactive tool focusing on the facilitation and dissemination of school counseling
research evidence-based practices demonstrating the connection between comprehensive and
developmental school counseling programs and student success.
Secondary Transition – Planning from School to Adult Life webpage, A Transition Guide to
Postsecondary Education and Employment for Students and Youth with Disabilities (Office of
Special Education and Rehabilitative Services, May 2017), and the IDEA Secondary Transition
Topic Area.
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Connecticut Comprehensive K–12 School Counseling Framework Guide 1

State of Connecticut Connecticut State

Acknowledgments ........................................................................................................................................ iii

School Counseling Framework Model

Learn Together, Grow Together

What Is a Comprehensive School Counseling Framework?

Why a Comprehensive School Counseling Framework?

Section 1: The Big Picture

School Counseling Framework Systemic and Operational Design

Connecticut Comprehensive School Counseling Framework

6 Framework Themes 3 Framework Domains 4 Framework Components

Leadership Academic Define

Multi-Tiered System of Supports (MTSS) and the CCSCF

Tier 3 Tier 2: Equity-driven Direct and Indirect Services for SOME​

Tier 1 Tier 1: Equity-driven Direct and Indirect Prevention and Early

The CCSCF Themes and Components Across Tiers

Build, Implement, Monitor

Assess, Act, Announce

Section 2.1: Define

Comprehensive School Counseling Framework for Connecticut Schools

Making the CT Framework Work: Checklist for this Section

Connecticut Student Standards

Student Standard A1 Student Standard C1 Student Standard S/E 1

Connecticut School Counselor Professional Standards

Connecticut School Counselor Professional Standards

Standard 1 Standard 2 Standard 3 Standard 4

Connecticut School Counselor Professional Standards

Standard 5 Standard 6 Standard 7 Standard 8

Section 2.2: Build, Implement, Monitor

Comprehensive School Counseling Framework for Connecticut Schools

Making the CT Model Work: Checklist for this Section

• Complete the following tasks to IMPLEMENT your framework:

• Complete the following tasks to MONITOR your framework:

Beliefs Vision Mission

Example: Example: Example:

Use of Data in Plan

School Data Profiles

Early Indicator Tool (EIT) EdSight Secure

Annual School Counseling Framework Assessment

Section 2.3: Deliver

Comprehensive School Counseling Framework for Connecticut Schools

Making the CT Model Work: Checklist for this section:

Direct vs. Indirect Services

Direct Services Indirect Services

Direct Student Services

School Counseling Curriculum

Individual Student Planning

Student Success Plans

Individual and Group Counseling

Crisis Management Services

504 and Special Education Supports

School Counselors in Secondary Transition

Self-Harm and Suicidal Ideation

Indirect Student Services

Providing Services Virtually: Virtual/Telehealth Counseling

Considerations of virtual platforms during regular school sessions

Section 2.4: Assess, Act, Announce

Comprehensive School Counseling Framework for Connecticut Schools

Making the CT Model Work: Checklist for this section:

Assess, Act, Announce

Tier 3 Tier 2: Equity-driven Direct and Indirect Services for SOME