EDUC 660 You will develop a framework for a School Counseling Collaborative Model as the culminating benchmark assignment for this course, which will integrate learning across all course modules. This is a detailed model that will take considerable time, so you should get started right away and work on this assignment throughout the course. As you already know, the ASCA National Model is a comprehensive school counseling program model. Imagine that you entered a school where the principal requests that you create a school counseling program that is “collaborative” because he (or she) wants you to team with all stakeholders. Since the ASCA National Model is built upon the skills and attitudes of leadership, advocacy, and collaboration, this is the model that you will want to use as the backbone of your model. So, in essence, think of your model as “the ASCA National COLLABORATIVE Model”, ensuring that your framework is inclusive of the ASCA Model components, but focusing even more on collaboration. Component #1 of the rubric sets the stage for this. Allow you text book and ASCA Handbook to guide your responses to each component of the rubric. In the end, you will have the makings of a collaborative model because the content and processes will be outlined by answering the rubric questions. Students are required to purchase LiveText for this course and for completion of this program, since LiveText access is required for all classes in the program. LiveText is a one-time purchase and students contact Liberty bookstore for purchasing information. This is not optional. Do not wait until the assignment is due, since it takes time to get your password and access. This benchmark is not submitted to Bb. The information requested in the rubric is typed directly into the LiveText template. DO NOT attach the model as a file in LiveText. It will not be accepted as a file attachment in LiveText or as an email. The LiveText template headings are IDENTICAL to the rubric component headings in title and sequence. Following the the rubric components ensures that you stay focused on the rubric and what is being requested for the assignment. It also aids your instructor in locating the information to ensure it has been covered and you receive credit for covering the required assignment elements. This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8. Met Advanced Met Proficient Not Met Developing Not Observed/Not Applicable Component #1: Professional Identity (30 points) 1) Grounded in knowledge of history and trends in the profession, student describes roles and functions of the contemporary professional school counselor in relation to others within and outside of the school in planning and implementing a collaborative model for school counseling. 2) Student demonstrates an understanding of professional credentials, associations, organizations, preparation standards, and the ASCA National Model in advocating for an appropriate profes ...

1. EDUC 660
You will develop a framework for a School Counseling
Collaborative Model as the culminating benchmark assignment
for this course, which will integrate learning across all course
modules. This is a detailed model that will take considerable
time, so you should get started right away and work on this
assignment throughout the course.
As you already know, the ASCA National Model is a
comprehensive school counseling program model. Imagine that
you entered a school where the principal requests that you
create a school counseling program that is “collaborative”
because he (or she) wants you to team with all stakeholders.
Since the ASCA National Model is built upon the skills and
attitudes of leadership, advocacy, and collaboration, this is the
model that you will want to use as the backbone of your model.
So, in essence, think of your model as “the ASCA National
COLLABORATIVE Model”, ensuring that your framework is
inclusive of the ASCA Model components, but focusing even
more on collaboration. Component #1 of the rubric sets the
stage for this.
Allow you text book and ASCA Handbook to guide your
responses to each component of the rubric. In the end, you will
have the makings of a collaborative model because the content
and processes will be outlined by answering the rubric
questions.
Students are required to purchase LiveText for this course and
for completion of this program, since LiveText access is
required for all classes in the program. LiveText is a one-time
purchase and students contact Liberty bookstore for purchasing
information. This is not optional. Do not wait until the
assignment is due, since it takes time to get your password and
access.

2. This benchmark is not submitted to Bb. The information
requested in the rubric is typed directly into the LiveText
template. DO NOT attach the model as a file in LiveText. It will
not be accepted as a file attachment in LiveText or as an email.
The LiveText template headings are IDENTICAL to the rubric
component headings in title and sequence. Following the the
rubric components ensures that you stay focused on the rubric
and what is being requested for the assignment. It also aids your
instructor in locating the information to ensure it has been
covered and you receive credit for covering the required
assignment elements.
This assignment is due by 11:59 p.m. (ET) on Friday of
Module/Week 8.
Met Advanced
Met Proficient
Not Met Developing
Not Observed/Not Applicable
Component #1:
Professional Identity
(30 points)
1) Grounded in knowledge of history and trends in the
profession, student describes roles and functions of the
contemporary professional school counselor in relation to others
within and outside of the school in planning and implementing a
collaborative model for school counseling.
2) Student demonstrates an understanding of professional
credentials, associations, organizations, preparation standards,
and the ASCA National Model in advocating for an appropriate
professional identity and collaborative program.
3) Student uses specific examples to illustrate the components

3. listed above.
Component #1:
Professional Identity
(20 points)
1) Grounded in knowledge of history and trends in the
profession, student describes roles and functions of the
contemporary professional school counselor in relation to others
within and outside of the school in planning and implementing a
collaborative model for school counseling.
2) Student demonstrates an understanding of professional
credentials, associations, organizations, preparation standards,
and the ASCA National Model in advocating for an appropriate
professional identity and collaborative program.
Component #1:
Professional Identity
(10 points)
1) Grounded in knowledge of history and trends in the
profession, student describes roles and functions of the
contemporary professional school counselor in relation to others
within and outside of the school in planning and implementing a
collaborative model for school counseling.
(0 points)
Component #2:
Consultation & Collaboration
(30 points)
1) Student describes how consultation and collaboration is used
in working with other in the school, community, and family to
promote student personal-social, career, and academic
development and identifies community resources to aid students
and families toward this end. Attach a Word file with a list of
10 resources with contact information to this component in the
LiveText Template).
2) Student identifies and describes models of consultation and

4. approaches to collaboration (at least two of each) and identifies
the approach used to create their collaborative model for school
counseling.
3) Student compares and contrasts consultation and
collaboration.
Component #2:
Consultation & Collaboration
(20 points)
1) Student describes how consultation and collaboration is used
in working with other in the school, community, and family to
promote student personal-social, career, and academic
development and identifies community resources to aid students
and families toward this end. Attach a Word file with a list of
10 resources with contact information to this component in the
LiveText Template).
2) Student identifies and describes models of consultation and
approaches to collaboration (at least two of each) and identifies
the approach used to create their collaborative model for school
counseling.
Component #2:
Consultation & Collaboration
(10 points)
1) Student describes how consultation and collaboration is used
in working with other in the school, community, and family to
promote student personal-social, career, and academic
development and identifies community resources to aid students
and families toward this end. Attach a Word file with a list of
10 resources with contact information to this component in the
LiveText Template).
Component #3: Systems- and Academic Focused
(30 points)
1) Student describes their role as a systems change agent, how
this collaborative model aligns with the academic- and systems-

5. focused paradigm for school counseling, identifying strategies
for closing the achievement gap and preventing dropping out of
school.
2) Student describes specific strategies, programs, and
approaches to engage and empower parents and teachers toward
the personal-social, career, and academic development on their
child(ren) and includes as example of one of these programs by
attaching it as a PowerPoint file in this component of the
LiveText template.
3) Student discusses the personal significance of this
component to future work as a professional school counselor.
Component #3: Systems- and Academic Focused
(20 points)
1) Student describes their role as a systems change agent, how
this collaborative model aligns with the academic- and systems-
focused paradigm for school counseling, identifying strategies
for closing the achievement gap and preventing dropping out of
school.
2) Student describes specific strategies, programs, and
approaches to engage and empower parents and teachers toward
the personal-social, career, and academic development on their
child(ren) and includes as example of one of these programs by
attaching it as a PowerPoint file in this component of the
LiveText template.
Component #3: Systems- and Academic Focused
(10 points)
1) Student describes their role as a systems change agent, how
this collaborative model aligns with the academic- and systems-
focused paradigm for school counseling, identifying strategies
for closing the achievement gap and preventing dropping out of
school.
Component #4:
Advocacy & Leadership

6. (30 points)
1) Student describes how advocacy and leadership is to be used
in this model to promote student learning, social justice, equity,
access, attainment, and systemic change, and to empower self-
advocacy. Student gives an example of how barriers will be
assessed and identifies the advocacy processes and/or changes
to educational policy, programs, and practices needed to remove
the barrier(s) presented in their example.
2) Student describes characteristics and styles of effective
leadership including team building within and outside of the
school that promotes student learning. Student briefly identifies
the functions of student assistance programs, curriculum, and
advisory councils.
3) Student identifies the personal attributes held by school
counselors that may be helpful in leadership and advocacy.
Component #4:
Advocacy & Leadership
(20 points)
1) Student describes how advocacy and leadership is to be used
in this model to promote student learning, social justice, equity,
access, attainment, and systemic change, and to empower self-
advocacy. Student gives an example of how barriers will be
assessed and identifies the advocacy processes and/or changes
to educational policy, programs, and practices needed to remove
the barrier(s) presented in their example.
2) Student describes characteristics and styles of effective
leadership including team building within and outside of the
school that promotes student learning. Student briefly identifies
the functions of student assistance programs, curriculum, and
advisory councils.
Component #4:
Advocacy & Leadership
(10 points)
1) Student describes how advocacy and leadership is to be used
in this model to promote student learning, social justice, equity,

7. access, attainment, and systemic change, and to empower self-
advocacy. Student gives an example of how barriers will be
assessed and identifies the advocacy processes and/or changes
to educational policy, programs, and practices needed to remove
the barrier(s) presented in their example.
Component #5:
Ethical and Legal
(30 points)
1) Student identifies legal and ethical (identify specific ethical
standards of ASCA and AACC) issues associated with cases
related to: a) student expressing suicide ideation, b) suspected
child abuse/neglect, and c) incidents of bullying/cyber-bullying.
Student provides an example of the use of referral in one of
these instances.
2) Student briefly identifies actions he or she plan to take as a
part of the collaborative school counseling model in cases of: a)
student expresses suicide ideation, b) suspected child
abuse/neglect, and c) incident of bullying/cyber-bullying.
3) Student identifies potential issues he or she may experience
when faced with issues noted above.
Component #5:
Ethical and Legal
(20 points)
1) Student identifies legal and ethical (identify specific ethical
standards of ASCA and AACC) issues associated with cases
related to: a) student expressing suicide ideation, b) suspected
child abuse/neglect, and c) incidents of bullying/cyber-bullying.
Student provides an example of the use of referral in one of
these instances.
2) Student briefly identifies actions he or she plan to take as a
part of the collaborative school counseling model in cases of: a)
student expresses suicide ideation, b) suspected child
abuse/neglect, and c) incident of bullying/cyber-bullying.

8. Component #5:
Ethical and Legal
(10 points)
1) Student identifies legal and ethical (identify specific ethical
standards of ASCA and AACC) issues associated with cases
related to: a) student expressing suicide ideation, b) suspected
child abuse/neglect, and c) incidents of bullying/cyber-bullying.
Student provides an example of the use of referral in one of
these instances.
Component #6: Multicultural
(30 points)
1) Student identifies how this collaborative model uses
individual, group, family, and community strategies and
multicultural competencies to advocate for diverse populations.
2) Student describes how issues of conflict, bias, prejudice,
oppression, and discrimination are to be addressed in this
collaborative model, and how the models promotes a positive,
caring, and safe learning environment. Student identifies
strategies to developing one’s own cultural self-awareness and
competence.
3) Student shares reflections on the significance of
multicultural sensitivity to his or her work as a professional
school counselor.
Component #6: Multicultural
(20 points)
1) Student identifies how this collaborative model uses
individual, group, family, and community strategies and
multicultural competencies to advocate for diverse populations.
2) Student describes how issues of conflict, bias, prejudice,
oppression, and discrimination are to be addressed in this
collaborative model, and how the models promotes a positive,
caring, and safe learning environment. Student identifies
strategies to developing one’s own cultural self-awareness and
competence.

9. Component #6: Multicultural
(10 points)
1) Student identifies how this collaborative model uses
individual, group, family, and community strategies and
multicultural competencies to advocate for diverse populations.
Component #7:
Writing
(30 points)
Student uses correct grammar, punctuation, sentence structure,
and spelling.
Component #7:
Writing
(20 points)
Student has few errors in grammar, punctuation, sentence
structure, and spelling.
Component #7:
Writing
(10 points)
Student has many errors in grammar, punctuation, sentence
structure, and spelling.
Component #8:
Scholarly Writing
(30 points)
Student includes at least three peer-reviewed journal articles to
support suppositions.
Students please contact the writing center, publisher of the
journal, or research the journal using the Internet to determine
if your selected journal is peer-reviewed.
Component #8:
Scholarly Writing
(20 points)
Student includes at least two peer-reviewed journal articles to

10. support suppositions.
Students please contact the writing center, publisher of the
journal, or research the journal using the Internet to determine
if your selected journal is peer-reviewed.
Component #8:
Scholarly Writing
(10 points)
Student includes at least one peer-reviewed journal articles to
support suppositions.
Students please contact the writing center, publisher of the
journal, or research the journal using the Internet to determine
if your selected journal is peer-reviewed.