Developing comprehensie school guidance & counseling program

DEVELOPING
COMPREHENSIVE SCHOOL
GUIDANCE & COUNSELING
PROGRAM
PRESENTED BY: JAYSON S. HERNANDEZ, RGC

Training Objective
At the end of the workshop, the participants will have:
1. Examined the Philippine Model for Standards-Based School
Counseling Programs.
2. Reviewed their counseling program activities vis-à-vis this model.
3. Prioritized standards to focus on; and
4. Designed a one-year comprehensive school guidance & counseling
program based on the national standards.

Where to begin?
 Be familiar with national standards
 Understand how to use the national standards
 Know your school's priorities/goals
 Know your students' needs
 Use these to determine which domain area to start with
 Identify the support you need to take the next steps; and
 Make a plan

Definition of Terms
Standards or Goals – statements of what should be done in each area
(ASCA, 2003 p. 152 as mentioned in Salazar-Clemeña, 2010)
Content Standards for Students – the knowledge and behavior that
school counseling programs are expected to develop in their students.
Domains – broad areas of knowledge base (academic, career and
personal-social) that promote and enhance the learning process (ASCA,
2003 p. 151 as mentioned in Salazar-Clemeña, 2010).

Definition of Terms
Competencies – the knowledge, skills and attitudes the students should
develop.
Indicators – measurable evidence that individuals have abilities,
knowledge or skill for a specific competency (ASCA, 2003 p. 151 as
mentioned in Salazar-Clemeña, 2010)

Major Source
Carol Dahir, Ed.D.
Associate Professor and Coordinator, School Counselor Education,
New York Institute of Technology
Past Project Director, American School Counselor Association's
National Standards for School Counseling Programs
1. Examining the Framework Components of the ASCA National Model
2. Developing A National Framework for the Philippines
3. Program Mapping: Aligning your activities with the National
Standards

Philippine Model for Students-
Based School Counseling Programs

Features of the Model
 The model centers on the student, who is the focus of the school Counseling
Program.
 The counselor works with other stakeholders (faculty and administrators,
parents, and the community) to assist each student.
 The model covers four areas identified by ASCA:
o FOUNDATION
o DELIVERY SYSTEM
o MANAGEMENT SYSTEM
o ACCOUNTABILTIY SYSTEM
 The outer edge of the model shows leadership, advocacy, collaboration, and
systemic change as the driving forces for the model.

 The Foundation of the program consists of the Mission -Vision, which
is anchored on Filipino values of Family and Spirituality, and the
Student Competencies the program aims to develop. The foundation
leads to both management and delivery systems, which go together.
Counselors use a variety of tools and strategies to manage their time
and the program well. They deliver direct and indirect services to
students and the other stakeholders.
 The effectiveness of the delivery and management systems is
measured by the Accountability system. The accountability system
gives feedback /provides evidence for the improvement of the
management and delivery systems and the foundation

Leadership - School Counselors act as leaders in bringing about needed
changes in the school system.
identify specific leadership roles/functions of the RGCs in the
implementation/monitoring of the School Counseling
programs/services
Advocacy - School Counselors advocate for the enhancement of the
school learning climate to effect/strengthen the academic performance
of students

Collaboration - School Counselors work as a team with other
stakeholders to reach common/shared goals.
design collaborative programs and strategies for specifically identified
populations in the school community
Systemic Change - School Counselors take specific steps/procedure to
draft and/or adopt to initiate and/or implement the needed changes in
the school system with the end goal of improving the academic
performance of all students

Fleshing Out the Model
Foundation
1. What family values do you want to emphasize in the school
counseling program?
2. What aspects of spirituality do you want to include in the school
counseling program?
3. What competencies do you want your students to develop as a result
of your program?
4. What counselor competencies do you need to develop in order to
help your students attain these competencies?

Fleshing Out the Model
Delivery System
1. What SERVICES do you need to deliver to help your students achieve
the desired competencies?
o Duties and Responsibilities*
* Result-Based Performance Management System (RPMS)

Duties and Responsibilities*
Guidance Counselor I
 Organizes functional and suitable guidance and
counseling program
 Provides effective individual and group counseling
 Identifies students’ needs and problems
 Provides career counseling to students
 Provides scholarship programs to students

Guidance Counselor II
 Provides orientation to students in all year levels
 Formulates guidance and counseling forms including
individual inventory, agreement forms
 Administers and interprets individual and groups
psychological and projective tests
 Identifies students’ needs and problems
 Makes an action research based on the results of the
identified of students’ needs and problems
 Makes referrals to different government agencies
 Coordinates with the community, NGOs or GOs for
program support

Guidance Counselor III
 Organizes functional and suitable guidance and counseling program
 Provides orientation to students in all year levels
 Implements guidelines and school policies
 Formulates guidance and counseling forms including individual inventory,
agreement forms
 Administers and interprets individual and group psychological and
projective tests
 Holds parent-teacher conferences
 Designs and manages teachers’ training on guidance-related topics
enhancing their skills in effective pupil management
 Identifies student’s needs and problems
 Makes an action research based on the result of the identification of
students’ needs and problems
 Makes referrals to other government agencies
 Coordinates with the community, NGOs and GOs for program support

Guidance Coordinators I-III
 Supervises the guidance programs of the
district/division
 Formulates guidance policies in the district/division
 Provides guidance seminars on stress management
 Acts as consultant to parents, out of school youths
and community

Delivery Process – provide services to
students, parents, school staff and in the
community in the following areas:
o Curriculum – consist of structured lessons designed to help students
achieve the desired competencies and to provide all students with
the knowledge and skills appropriate for their developmental level.
o Individual Student Planning – coordinate ongoing systemic activities
designed to help students establish personal goals and develop
future plans.

o Responsive Services – preventative and/or intervention activities
meeting students immediate and future needs. These can be
necessitated by events and conditions in students lives and may
require any of the following:
 Individual or group counseling
 Consultation with parents, teachers and other educators
 Referrals to other support services or community resources
 Peer helping
 Information
Schools counselors develop confidential relationships with
students to help them resolve or cope with problems and
developmental concerns.

o System Support – consist of management activities establishing,
maintaining and enhancing the total school counseling program.
These activities include professional development, consultation,
collaboration, program management and operations. School
Counselors are committed to continued personal and professional
development and are proactively involved in professional
organizations promoting school counseling.

Management
How much time should you allot for direct vs. indirect services?
What organizational/management tools and strategies can you use to
facilitate service delivery?
Accountability
What DATA do you need to gather and analyze to determine the
effectiveness of your program?

Mapping School Counseling Programs
to the National Standards
The San Miguel National High School
Experience, SY 2014-2015
 Review of Counseling Program Activities, School
Improvement Goals, and the National Standards
 Connecting Counseling Work to San Miguel National
High School Vision-Mission
 Analyzing Data
 Prioritizing Standards to focus on

Student Academic
Development
STANDARD A: Students will acquire the attitudes, knowledge &
skills that contribute to effective learning in school & across the
life span.
o Competency: A:A1 Improve academic self-concept.
 A:A1.8 Be aware of their responsibilities as students.
o Competency: A:A2 Acquire Skills for Improving Learning.
 A:A2.1 Apply time management and task-management skills.
o Competency: A:A3 Achieve School Success.
 A:A3.1 Take responsibility for their actions
 A:A3.7 Observe and respect school rules/regulations/ policies.

STANDARD C: Students will understand the relationship of
academics to the world of work and to life at home and in the
community.
o Competency: A:C1 Relate School Life Experiences.
 A:C1.9 Understand that home and school are partners in helping out
students with their concerns.

Student Career Development
STANDARD A: Students will acquire the skills to investigate the
world of work in relation to knowledge of self and to make
informed decisions.
o Competency: C:A1 Develop Career Awareness
 C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
 C:A1.5 Learn to make decisions
 C:A1.6 Learn how to set goals
 C:A1.7 Understand the importance of planning
 C:A1.11 Identify career options relevant to their abilities and interests

STANDARD B: Students will employ strategies to achieve future career
goals with success and satisfaction.
o Competency: C:B2 Identify Career Goals
 C:B2.1 Demonstrate awareness of the education and training needed
to achieve career goals

Student Personal-Social
Development
STANDARD A: Students will acquire the knowledge, attitudes
and interpersonal skills to help them understand and respect
self and others.
o Competency: PS:A2 Acquire Interpersonal Skills
 PS:A2.1 Recognize that everyone has rights and responsibilities.
 PS:A2.11 Understand and show respect for the differently able.

STANDARD C: Students will understand safety and survival
skills.
o Competency: PS:C1 Acquire Personal Safety Skills
 PS:C1.8 Learn about the emotional and physical dangers of substance
use and abuse
 PS:C1.9 Learn how to cope with peer pressure.
 PS:C1.10 Learn techniques for managing stress and conflict.
STANDARD D: Students will understand their role in society.
o Competency: PS:D1 Citizenship Responsibilities
 PS:D1.1 Recognize and respect social norms
 PS:D1.4 Become more responsible students/citizens

NATIONAL STANDARDS FOR SCHOOL COUNSELING
PROGRAMS IN THE PHILIPPINES
ACADEMIC DEVELOPMENT
STANDARD A: Students will acquire the skills that contribute
to effective learning in school and across the life span.
Standard B: Students will complete school with the
academic preparation essential to choose from a wide
range of substantial post-secondary/post-college options.
STANDARD C: Students will understand the relationship of
academics to the world of work and to life at home and in
the community.

Standards/Competencies/Indicators College HS Elem.
STANDARD A: Students will acquire the skills that contribute to effective learning in school and
across the life span.
A:A1 Improve Academic Self-Concept
A:A1.1 Articulate feelings of competence and confidence as learners
A:A1.2 Display a positive interest in learning
A:A1.3 Take pride in work and achievement
A:A1.4 Accept mistakes as essential to the learning process
A:A1.5 Identify attitudes and behaviors that lead to successful learning
A:A1.6 Identify their aptitudes, learning styles, cognitive strengths, and
weaknesses
A:A1.7 Gain knowledge about their competencies
A:A1.8 Be aware of their responsibilities as students

A:A2 Acquire Skills for Improving Learning
A:A2.1 Apply time management and task-management skills
A:A2.2 Demonstrate how effort and persistence positively affect learning
A:A2.3 Use communication skills to know when and how to ask for help
when needed
A:A2.4 Apply knowledge and learning styles to positively influence school
performance
A:A2.5 Set goals and make action plans based on academic performance
A.A2.6 Improve study habits
A:A2.7 Learn appropriate attitudes and techniques for satisfactory school
performance

A:A3 Achieve School Success
A:A3.1 Take responsibility for their actions
A:A3.2 Demonstrate the ability to work independently, as well as the
ability to work cooperatively with other students
A:A3.3 Develop a broad range of interests and abilities
A:A3.4 Demonstrate dependability, productivity and initiative
A:A3.5 Share knowledge
A:A3.6 Identify personal areas of concern that affect their performance
and find ways of coping with and resolving these
A:A3.7 Observe and respect school rules/regulations/policies
A:A3.11 Demonstrate resourcefulness
A:A3.12 Collaborate with teachers and guidance counselors to address
their academic needs

Standard B: Students will complete school with the academic preparation essential to choose
from a wide range of substantial post-secondary/post-college options.
A:B1 Improve Learning
A:B1.1 Demonstrate the motivation to achieve individual potential
A:B1.2 Learn and apply critical-thinking skills
A:B1.3 Apply the study skills necessary for academic success at each level
A:B1.4 Seek information and support from faculty, staff, family and peers
A:B1.6 Use knowledge of learning styles to positively influence school
performance
A:B1.7 Become a self-directed and independent learner
A:B1.8 Identify and avail themselves of guidance and other student
services that could assist them

A:B2 Plan to Achieve Goals
A:B2.1 Establish challenging academic goals in elementary, high school,
and college
A:B2.2 Use assessment results in educational planning
A:B2.4 Apply knowledge of aptitudes and interests to goal setting
A:B2.5 Use problem-solving and decision-making skills to assess progress
toward educational goals
A:B2.8 Demonstrate readiness for the next level in the
educational/career ladder
A:B2.10 Minimize anxiety about taking tests for admission to the next
level
A:B2.13 Be motivated to go on to the next step in the educational/career
ladder

STANDARD C: Students will understand the relationship of academics to the world of work and
to life at home and in the community.
A:C1 Relate School Life Experiences
A:C1.1 Demonstrate the ability to balance school, studies,
extracurricular activities, leisure time and family life
A:C1.3 Understand the relationship between learning and work
A:C1.4 Demonstrate an understanding of the value of lifelong learning
as essential to seeking, obtaining and maintaining life goals
A:C1.5 Understand the school success is the preparation to make the
transition from student to community member
A:C1.6 Understand how school success and academic achievement
enhance future career and vocational opportunities
A:C1.7 Establish a strong connection between academic learning and
other relevant life skills
A:C1.8 Relate the importance of learning to their life at home,
community and work
A:C1.9 Understand that home and school are partners in helping out
students with their concerns

CAREER DEVELOPMENT
STANDARD A: Students will acquire the skills to
investigate the world of work in relation to knowledge of
self and to make informed decisions.
STANDARD B: Students will employ strategies to achieve
future career goals with success and satisfaction.
STANDARD C: Students will understand the relationship
between personal qualities, education, training and the
world of work.

STANDARD A: Students will acquire the skills to investigate the world of
work in relation to knowledge of self and to make informed decisions.
C:A1 Develop Career Awareness
C:A1.1 Develop skills to locate, evaluate and interpret career information
C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
C:A1.4 Learn how to interact and work cooperatively in teams
C:A1.5 Learn to make decisions
C:A1.6 Learn how to set goals
C:A1.7 Understand the importance of planning
C:A1.8 Pursue and develop competency in areas of interest
C:A1.10 Balance between work and leisure time
C:A1.11 Identify career options relevant to their abilities and interests

STANDARD A: Students will acquire the skills to investigate the world of
work in relation to knowledge of self and to make informed decisions.
C:A2 Develop Employment Readiness
C:A2.1 Acquire employability skills such as working on a team, problem-
solving and organizational skills
C:A2.2 Apply job readiness skills to seek employment opportunities
C:A2.3 Demostrate knowledge about the changing workplace
C:A2.5 Learn to respect individual uniqueness in the workplace
C:A2.6 Learn how to write a résumé
C:A2.7 Develop a positive attitude toward work and learning
C:A2.8 Understand the importance of responsibility, dependability,
punctuality, integrity and effort in the workplace
C:A2.9 Utilize time- and task-management skills

C:B1 Acquire Career Information
C:B1.1 Apply career decision-making skills to career planning, course
selection and career transition
C:B1.2 Identify personal skills, interests and abilities and relate them to
current career choice
C:B1.3 Demonstrate knowledge of the career-planning process
C:B1.5 Use research and information resources to obtain career
information
C:B1.6 Learn to use Internet to access career-planning information
C:B1.7 Describe traditional and nontraditional career choices and how
they relate to career choice
C:B1.8 Understand how changing economic and societal needs influence
employment trends and future training
C:B1.9 Be able to identify similarities and differences between career
options

C:B2 Identify Career Goals
C:B2.1 Demonstrate awareness of the education and training needed to
achieve career goals
C:B2.2 Assess and modify their educational plan to support career
C:B2.3 Use employability and job readiness skills in internship,
mentoring, shadowing and/or other work experience
C:B2.4 Select course work that is related to career interests

STANDARD C: Students will understand the relationship between
personal qualities, education, training and the world of work.
C:C1 Aquire Knowledge to Achieve Career Goals
C:C1.1 Understand the relationship between educational achievement
and career success
C:C1.2 Explain how work can help to achieve personal success and
satisfaction
C:C1.3 Idendify personal preferences and interests influencing career
choices and success
C:C1.4 Understand that the changing workplace requires lifelong learning
and acquiring new skills
C:C1.8 Demonstrate awareness and understanding of their problems and
concerns

STANDARD C: Students will understand the relationship between
personal qualities, education, training and the world of work.
C:C2 Apply Skills to achieve Career Goals
C:C2.1 Demonstrate how interests, abilities and achievement relate to
achieving personal, social, educational and career goals
C:C2.2 Learn how to use conflict management skills with peers and adults
C:C2.3 Learn to work cooperatively with others as a team member
C:C2.4 Apply academic and employment readiness skills in work-based
learning situations such as internships, shadowing and/or mentoring
experiences

PERSONAL-SOCIAL DEVELOPMENT
STANDARD A: Students will acquire the knowledge, attitudes and
interpersonal skills to help them understand and respect self and
others.
STANDARD B: Students will make decisions, set goals and take
necessary action to achieve goals.
STANDARD C: Students will understand safety and survival skills.

STANDARD A: Students will acquire the knowledge, attitudes and interpersonal
skills to help them understand and respect self and others.
PS:A1 Acquire Self-knowledge
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A1.2 Identify values, attitudes and beliefs
PS:A1.3 Learn the goal-setting process
PS:A1.4 Understand change is a part of growth
PS:A1.5 Identify and express feelings
PS:A1.6 Distinguish between appropriate and inappropriate behavior
PS:A1.7 Recognize personal boundaries, rights and privacy needs
PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.9 Demonstrate cooperative behavior in groups
PS:A1.10 Identify personal strengths and assets
PS:A1.11 Identify and discuss changing personal and social roles
PS:A1.12 Identify and recognize changing family roles
PS:A1.13 Acquire a better self-concept
PS:A1.14 Demonstrate self-confidence
PS:A1.15 Become aware of their needs
PS:A1.16 Gain more knowledge about their physical, socio-emotional, spiritual,
and psychological aspects
PS:A1.17 Identify their motivators
PS:A1.18 Manifest independence
PS:A1.19 Know how to handle anger and other emotions properly

PS:A2 Acquire Interpersonal Skills
PS:A2.1 Recognize that everyone has rights and responsibilities
PS:A2.2 Respect alternative points of view
PS:A2.3 Recognize, accept, respect and appreciate individual differences
PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity
PS:A2.5 Recognize and respect differences in various family configurations
PS:A2.6 Use effective communications skills
PS:A2.7 Know that communication involves speaking, listening and nonverbal
behavior
PS:A2.8 Learn how to make and keep friends
PS:A2.9 Have better relationship with others
PS:A2.10 Experience group support and teamwork
PS:A2.11 Understand and show respect for the differently able
PS:A2.12 Address their special needs and develop feelings of self-acceptance and
worth
PS:A2.13 Develop leadership skills
PS:A2.15 Strengthen their personal relationships with parents and other family
members
PS:A2.16 Be aware of the importance of the involvement of their parents in their
lives

STANDARD B: Students will make decisions, set goals and take necessary action to
achieve goals.
PS:B1 Self-knowledge Application
PS:B1.1 Use a decision-making and problem-solving model
PS:B1.2 Understand consequences of decisions and choices
PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:B1.5 Demonstrate when, where and how to seek help for solving problems and
making decisions
PS:B1.6 Know how to apply conflict resolution skills
PS:B1.7 Demonstrate a respect and appreciation for individual and cultural
differences
PS:B1.8 Know when peer pressure is influencing a decision
PS:B1.9 Identify long- and short-term goals
PS:B1.10 Identify alternative ways of achieving goals
PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills
PS:B1.12 Develop an action plan to set and achieve realistic goals
PS:B1.13 Understand clearly their problems
PS:B1.14 Generalize problem-solving skills to future problems
PS:B1.16 Express their personal concerns and problems to helping professionals
PS:B1.17 Minimize/correct inappropriate/undesirable behavior
PS:B1.18 Gain insight about their problems
PS:B1.19 Make their student life worthwhile/meaningful

STANDARD C: Students will understand safety and survival skills.
PS:C1 Acquire Personal Safety Skills
PS:C1.1 Demonstrate knowledge of personal information(i.e., telephone number,
home address, emergency contact)
PS:C1.3 Learn about the differences between appropriate and inappropriate
physical contact
PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
PS:C1.5 Differentiate between situations requiring peer support and situations
requiring adult professional help
PS:C1.6 Identify resource people in the school and community, and know how to
seek their help
PS:C1.7 Apply problem-solving and decision-making skills to make safe and healthy
choices
PS:C1.8 Learn about the emotional and physical dangers of substance use and
abuse
PS:C1.9 Learn how to cope with peer pressure
PS:C1.10 Learn techniques for managing stress and conflict
PS:C1.11 Learn coping skills for managing life events
PS:C1.12 Adopt healthy lifestyle, coping mechanism, habits and attitudes
PS:C1.13 Maintain proper hygiene
PS:C1.14 Demonstrate crisis management skills
PS:C1.15 Learn when and where to seek assistance during crisis situations
PS:C1.17 Adjust to and become aware of their new environment
PS:C1.18 Demonstrate proper attitude toward sex and appropriate sexual behavior

PS:D1 Citizenship Responsibilities
PS:D1.1 Recognize and respect social norms
PS:D1.3 Readily accept appropriate disciplinary action
PS:D1.4 Become more responsible students/citizens
PS:D1.5 Address the causes of their misbehavior and realize the consequences of
their actions
PS:D1.6 Initiate and participate in behavior modification process
PS:D1.7 Realize their worth as public/productive citizens
PS:D1.8 Be aware that they are an important part of society and the community they
are in
PS:D1.9 Have a concept of fairness/justice/honesty
PS:D1.10 Become productive persons in society
PS:D1.11 Be sensitive to others' needs and b able to help them especially in times of
need
PS:D1.12 Involve themselves in community activities
PS:D1.13 Participate in outreach activities and projects that try to address social
issues
PS:D1.14 Be ethically and morally guided in their conduct
PS:D1.15 Manifest acceptable social behavior

MEASURE – ing Student
Success
Critical Data Elements
Measure of success for school counselors
mean:
 Contributing to critical data element
 Sharing responsibility for student
achievement
 Connecting to school improvement

MEASURE
MEASURE is a 6-step plan that shows
how school counselors in collaboration
with other stakeholders identify,
strategize, and impact the critical data
elements that are the important
barometers of students’ success.

MEASURE stands for:
Mission
Elements
Analyze
Stakeholders – Unite
Results, and
Educate

Step 1 Mission: Connect to the
Mission of School
When school counselors focus their efforts
on the mission of school improvements,
they widen educational opportunities for
every student and can positively impact
student achievement.

Example: DepED Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education
where:
 Students learn in a child-friendly, gender-sensitive, safe and
motivating environment.
 Teachers facilitate learning and constantly nurture every learner.
 Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen
 Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

Step 2 Element
Guide Questions:
1. What critical data element are you trying to impact?
(Examples include grades; test scores; attendance;
promotion rates; graduation rates; SpEd; discipline
referral data)
2. What is the baseline for the data elements? Where do
you hope to move it (goal)?

Element: Example, Students At-Risk
Behavior Surveillance
Baseline: Example, Report on Cases Handled
Goal: Example, Analyze the cases handled
on its issues and concerns and
make recommendations
based on the findings

Step 3 Analyze
 Identify the sources of data you want to
analyze
 Identify the problem areas
 Look at your baseline to set your goals

Your school data:
 Performance Indicator
 SF Form 2 Daily Attendance Report of Learners
 SF Form 4 Monthly Learners Movement and
Attendance
 Analytical Report on Cases Handled
 Analytical Report on Dropout Reduction Program
(DORP)

Analyze the data element. You can use percentages, averages, raw
scores, quartiles , or stanines. You can aggregate or disaggregate the
data to better understood in a multitude of ways to look at student
which students are meeting success. You can disaggregate by gender,
ethnicity, socio-economic status or in multitude of ways to look at
student groupings. Example: Analytical Report on Cases Handled
The Baseline Data Revealed: Example, Generally, across all grade/year
level of reported cases handled by the Guidance Teachers as prefect of
discipline, Table 2 shows that the commonality are absenteeism, cutting
of classes and tardiness. Figure 2 shows that it is common among Grade
7 and Third Year students.

Step 4 Stakeholders – Unite : to take
Action
How we work together to move this data and improve
student achievement?
Stakeholders – Unite to develop strategies to impact the
data element.

Beginning Date:
Ending Date:
Stakeholders:
o School Counselors
o School Principal
o Teachers
o Students
o Student Organization (SSC, clubs, etc.)
o Parents
o PTA
o SBM Team

Step 5 Result
Then, re-analyze and revise your plan at the end of the
school year.
Results: Restate your baseline data. State where your
data are now. Did you meet your goal?

Baseline Data: _________________ Results (Data Now): ____________________
Meet goal? Yes: ___ No: ___
Questions to consider as you examine results and revise your MEASURE
Which strategies had a positive impact on the data?
Which strategies should be replaced, changed, added?
Based on what you have learned, how will you revise Step 4
ʺStakeholders – Unite?ʺ
How did your MEASURE contribute to systemic change/s in your school and/or
in your community?

Step 6 Educate others as to the
results
Our Report Card will show how we all contributed to
empowering this important data.
Educate others as to your efforts that shows how the
work of the school counselors is connected to the
mission of the school and to student success.

Below is an example of Report
Card
School Principal's Comment: _____________________ Results: ______________________
School Counselor's Comment: ____________________________________________________
Critical Data Element/s: _________________________________________________________
Systemic Changes: _____________________________________________________________
Stakeholders Involved:
o School Counselors
o School Principal
o Teachers
o Students
Faces behind the Data:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________

MEASURE
Prepares us to be
Leaders, Collaborators and Team Players
And Data Information practitioners
to improve Student Achievement
MEASURE Helps Us Builds a Culture of Inquiry
How we close the gap between research and practice
To improve long term outcomes for our most vulnerable
students?

Counselors: Empowered by the
Results
"We developed what we thought we needed
Which was just pie in the sky, really,
We didn't know what the kids needed…
So, we are better off now that we have some data
To go and say 'OK', here…
Now we know that this is important."

"Getting familiar with the data again – just the
whole idea
of what we can do.
We see more need for parents now.
It was a major ingredient
that we had missed."

COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM
SCHOOL YEAR 2014 -2015
SERVICE/
ACTIVITY
COMPETEN
CY
GRADE/
YEAR
LEVEL/
STUDENTS
INVOLVED
(Delivery,
Management)
TIMELI
NE
Manage
ment
PERSONS
INVOLVED
Management
SCHOOL
IMPROVE-
MENT
DATA
Accountability
MEA-
SURABLE
OUT-COMES
Accountability
DELIVERY
PROCESS
I P R C S
Monitor
Students
At-Risk of
Dropping
Out
(SARDO).
A:A3
Achieve
School
Success.
A:A3.1 Take
responsibili
ty for their
actions
A:A3.7
Observe
and
respect
school
rules/regul
ations/
Identified
Students
At-Risk of
Dropping
Out
(SARDO)
Year
Round
Guidance
Counselor
Guidance
Teachers
Curriculum
Chairperso
ns
Class
Advisers
Analytical
Report on
DORP SY
2013-2014
Quarterly
Report on
SARDO
with FICS
Analysis
Analytical
Report on
DORP
Performance
Indicator
SF 2 Daily
Attendance
Report of
Learners
SF 4 Monthly
Learner's
Movement &
Attendance
I = Facilita-
tion of
Behavioral
Plan
R = Small
Group
Counseling
with SARDOs
per gr. level
S = Referral
for inte-
gration to
Feeding
Program & 4
Ps

Thank You & God Bless!
Reference:
Salazar-Clemeña, Rosemarie. (2010). Developing National Standards for
School Counseling Programs in the Philippines. Manila: School
Counselors Circle, Inc. and Asian Psychological Services and Assessment
Corporation.

Developing comprehensie school guidance & counseling program

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