Comprehensive School Counseling Program Models:
Planning, Implementation, Evaluation
Case Study
Ms. West implements the ASCA model
Ms. Martha West recently accepted a school counseling position to work in a suburban
school system in the Southeast. The school to which she was assigned, Kingston Court
Elementary School (KCES), serves approximately 900 students in grades 3 through 5. The staff
includes 40 classroom teachers, 5 teachers of students with special needs, 3 administrators, 2
counselors, a nurse, a social worker, an attendance officer, a sheriff’s deputy, a registrar, an
attendance clerk, 3 secretaries, 5 cafeteria workers, 4 custodial staff, and 9 bus drivers. The
school counselor Ms. West replaced retired with 12 years of service at KCES. Her colleague,
Ms. Nancy Jones, has been at KCES for 10 years. When Ms. West interviewed with the principal
of KCES, she was told that the school counselors are currently involved in conflict-resolution
programs and in prevention programs aimed at reducing school violence and preventing
substance abuse. They are also in charge of the crisis response and student assistance teams.
However, the system in which KCES is located has made a commitment to implement The ASCA
National Model (2012).
Ms. Jones oriented Ms. West to her new position. Each grade level includes 12 sections
and is divided into two teams of six teachers each. Ms. Jones is responsible for all of the teams in
grade 3 and one of the teams in grade 4. Ms. West is responsible for the other grade 4 team and
all of grade 5 teams. Ms. Jones emphasized that the counselors had traditionally executed the
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