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ASCA Notecards
| Term | Definition |
|---|---|
| achievement gap | disparity in academic performance or educational attainment between groups of students |
| action research | a process of inquiry conducted by and for those taking the action; used for improving or refining actions |
| advisement | process through which school counselors and students explore educational opportunities and demands within the institution and make decisions about future plans based on academic, career, and SEL data |
| advisory council | representative group of stakeholders selected to review and provide feedback on the school counseling program implementation |
| aggregate data | refers to numerical or nonnumerical information collected from multiple sources and/or on multiple measures, variables, or individuals AND compiled into data summaries or summary reports |
| annual administrative conference | yearly meeting between the school counselor and administrator in charge of the school counseling program designed to discuss and reach agreement upon the school counseling program's organization and focus |
| annual calendar | a schedule of school counseling program activities maintained by the school counseling staff and distributed to administrators, teachers, other school staff, students and families |
| annual student outcome goals | measurable statements defining how the vision and mission will be accomplished and guiding the development of classroom, group, and closing-the-gap action plans |
| appraisal | process through which school counselors work with students to analyze and assess their abilities, interests, skills, and achievement |
| ASCA Ethical Standards for School Counselors | statements of ethical behavior necessary to maintain the highest standard of integrity, leadership, and professionalism |
| ASCA Mindsets & Behaviors for Student Success | K-12 College and Career Readiness Standards for Every Student: research-based statements of the knowledge, attitudes and skills students need to achieve academic success, college and career readiness and social/emotional development |
| ASCA School Counselor Professional Standards & Competencies | statements of the knowledge, skills and attitudes school counselors need to meet the profession's rigorous demands |
| ASCA School Counselor Professional Standards & Competencies Assessment | a self-report instrument used to measure a school counselor's knowledge, attitudes and skills related to the school counseling profession |
| assess | to determine progress or quality of the school counseling program, particularly to guide future action within the school counseling program and to improve future results for students |
| baseline data | initial collection of data, which serves as a basis for comparison with the subsequently acquired data |
| beliefs | ideas, values, philosophies, viewpoints regarding a particular topic or concept |
| best practice | professional procedures that are accepted or prescribed as being correct or most effective |
| best education practices | the wide range of individual activities, policies, and programmatic approaches to achieve positive changes in student attitudes or academic behaviors |
| collaboration | the act of working together with other people or organizations to create or achieve a common goal |
| competencies | specific, measurable expectations that are attained while making progress toward a standard |
| consultation | the process of seeking or providing additional information, opinions, and recommendation with an expert |
| counseling | professional assistance, support, and instruction provided to an individual utilizing a variety of techniques, provided by a specifically trained professional |
| crisis response | the immediate and follow-up intervention necessary to meet urgent needs and prevent situations from becoming more severe |
| data-informed | decisions concerning future action that are based on information, survey reports, assessments, statistics, or other forms of data |
| define | to delineate school counseling professional practice using standards and competencies unique to the profession |
| deliver | to organize and implement components of the ASCA National Model, particularly direct student services (counseling, instruction, appraisal, and advisement) and indirect student services (collaboration, consultation, and referrals) |
| disaggregated data | data separated into component parts by specific variable such as ethnicity, gender, and socioeconomic status |
| domains | broad areas of knowledge base (academic, career, and social/emotional) that promote and enhance the learning process |
| equity | treated fairly; educational equity occurs when educators provide all students with the high-quality instruction and support they need to reach and exceed a common standard |
| evidence-based | any concept or strategy derived from or informed by objective evidence, most commonly educational research or metrics of school, teacher, and student performance |
| fair-share responsibilities | the routine running of school responsibilities that all members of the school staff take equal turns doing to ensure the school's smooth operation |
| instruction | the delivery of information to students with the intent to foster positive change in student knowledge, attitudes, or skills |
| leadership | capacity or ability to guide others; school counselors use leadership skills to design, implement, and assess a school counseling program |
| learning strategies | process and tactics used to aid in the cognitive work of thinking, remembering, and learning |
| manage | to organize and allocate resources to best address the goals, strategies, and activities of the school counseling program |
| Mindsets & Behaviors data | information that shows what progress students have made toward attaining the ASCA Mindsets & Behaviors standards |
| mission statement | provides school counseling program focus and direction and aligns with the school's mission |
| multitiered | refers to the process of providing interventions that vary in focus and intensity aligned with individual students' needs |
| noncognitive skills | sets of behaviors, skills, attitudes, and strategies that are crucial to academic performance in the classroom but that may not be reflected in scores on cognitive tests |
| non-school-counseling activity | any activity or duty not related to the design, implementation, or assessment of the school counseling program |
| outcome data | information related to achievement, attendance, and discipline that shows how students are measurably different as a result of the school counseling program |
| performance appraisal | annual review of school counselor performance that evaluates personal and professional performance and contributions to the design, implementation, and assessment of the school counseling program; may be used for contract status recommendations |
| participation data | information showing which students were involved in what school counseling activities, such as numbers of students served, how much time was devoted to specific activities, and how many sessions were conducted |
| professionalism | adherence to ethical, legal, and professional standards developed by state and national school counseling organizations |
| program | a coherent sequence of instruction based upon a validated set of standards and competencies |
| referrals | recommendations made by school counselors to guide students and parents to school or community resources for additional assistance or information |
| research-informed | a concept or strategy informed by relevant research but not yet subjected to rigorous analysis to be deemed evidence-based |
| results report | written presentation of the outcomes of school counseling program activities; contains participation, Mindsets & Behaviors and outcome data |
| school counseling curriculum | K-12 course of study presented systematically through structured, developmental classroom, group, and individual activities designed to assist students in attaining the ASCA Mindsets & Behaviors for Student Success |
| school counseling program assessment | measurement of the school counseling program on the components of the ASCA National Model to guide future action within the program and improve future results for students |
| SMART goal | a well-established format used to plan and achieve a goal, which stands for specific, measurable, attainable, relevant, and time-bound |
| social/emotional development | maximizing each student's individual growth and social maturity in the areas of personal management and social interaction |
| student success | a broad term for accomplishment in student achievement, attendance, and discipline |
| systemic change | change affecting the entire system; transformational; change affecting more than an individual or series of individuals; focused upon the dynamic of the environment, not the individual |
| use of data | the process of analyzing and acting upon data to improve student achievement, attendance, and discipline and the school counseling program; essential to ensuring all students receive the benefits of a school counseling program |
| use-of-time calculator | tool designed to help school counselors determine how much time is spent in the design, implementation, and assessment of the school counseling program rather than non-school-counseling activities |
| vision statement | a succinct, agreed-upon assertion of what school counselors hope to see for students 5 to 15 years in the future |
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