SECTION i: DEFINE

Purpose of a Vermont Comprehensive School Counseling Model

The comprehensive school counseling model is an integral part of a school district/supervisory union’s total educational Service. It is developmental by design and includes sequential activities organized and implemented by school counselors with the active support of parents/guardians, teachers, administrators, and the community. 

In accordance with 16 V.S.A. §2902 and State Board Rule 2194, a developmental Service, addresses the needs of all students by facilitating their academic, career and social/emotional development, creating a positive and safe school climate, and improving school connectedness through fostering caring relationships with peers and at least one adult at school. At the same time, the Service assists students to overcome problems that interfere with their education and impede their healthy development. 

The purpose of this model is to provide students in kindergarten through grade twelve with a successful educational experience. When the Services are fully implemented across the state, school district/supervisory unions will have comprehensive school counseling Services in which school counselors will be able to devote full time to the counseling Service, thereby reaching 100% of their students and enhancing: 

• Student achievement 
• Career exploration & development 
• Student mental health and social/emotional development 
• A positive and safe learning environment 
• Collaboration with parents/guardians, teachers, administrators, and the community 
• Accountability through a comprehensive evaluation process 

The model provides a framework to support: 

• Systemic school counseling practices that strive for equitable educational outcomes, 
• Rigorous academic preparation 
• College and career readiness for all students 

Taking a comprehensive approach offers school counselors, teachers, administrators, other school personnel, and policymakers a range of strategies and practical tips on how to work more effectively in their schools and communities. 

Effective collection, analysis, and use of data ensure school counselors are accountable for student performance and Service implementation. The data-informed process helps school counselors and other education stakeholders select and implement research- and evidence-based interventions and supports to close equity gaps, raise achievement levels, and demonstrate Service effectiveness. Through the use of data-informed decision-making, the model ensures a whole-school and student-focused approach to student success which aligns to the Whole School Whole Community Whole Child Model (WSCC). This data-informed, student-focused, school counselor-implemented, systemic practice allows every student to engage in a school experience that results in exiting high school with the educational preparation and social capital necessary for college and career success and full participation in a global society. 

The model is organized into three content areas and an implementation system.

CONTENT AREAS

ACADEMIC

PERSONAL / SOCIAL-EMOTIONAL

CAREER

IMPLEMENTATION SYSTEM