The Wisconsin Comprehensive School Counseling Model (WCSCM) provides an updated framework for school counseling programs based on national models. It emphasizes implementing a program that serves all students through a school counseling curriculum, individual student planning, responsive services, and system support. Key aspects of the WCSCM include using student standards, individual learning plans to guide academic and career goals, and accountability through program evaluation and audits.

1. The “NEW” Wisconsin
Comprehensive School
Counseling Model
From Theory to Application
June 2008

2. The Wisconsin Comprehensive
School Counseling Model
Gary L. Spear
School Counseling Consultant
Student Services
Prevention and Wellness Team
Wisconsin DPI

3. Audio Difficulties
 Make sure the volume is turned up (volume button beneath the
speaker’s picture)
 Make sure the volume on the computer is turned up (volume
icon located on the right hand side of your computer task bar)
 Contact your IT department
 If audio and visual is lost during the program, go back to:
http://media2.wi.gov/dpi/catalog, and click on the Student
Services Prevention and Wellness Team link on the left, then
when the SSPW Team page of archived programs appears,
select the program link desired.
 If problems persist, contact Randy Thiel (608)-266-9677 or
Laurie Salzman (608) 267-9117

4. Presentation material
A copy of the PowerPoint is available at:
http://dpi.wi.gov/sspw/scpowerpoint.html

5. The “OLD” WDGM
 Based upon Nine Competencies
 connecting family, school, and work
 solve problems
 understand diversity, inclusiveness, and fairness
 work in groups
 manage conflicts
 integrate growth and development
 direct change
 make decisions
 set and achieve goals

6. The “ NEW” WCSCM
 ASCA National Model
 National Consortium for State Guidance
Leadership
 The Educational Trust: Transforming School
Counseling Initiative
 National Career Development Guidelines
 National Occupational Information Coordinating
Committee
 WDGM

7. Differences: WDGM to WCSCM
 Program Implementation
 Model Academic Standards
 Conferencing
 Individual Learning Plans
 Accountability / Evaluation

8. Program Implementation
 Building the Foundation
 Planning the Program
 Establishing Priorities
 Designing the Program
 Preparing for Implementation
 Evaluating the Program

9. Program Implementation
 Transition from a position to program
approach
 Program of:
BY ALL . . .FOR ALL
 A program that encourages and promotes
academic, career, and personal/social
development for ALL students
 A program with the goal of academic success
for ALL students

10. WCSCM: . . .FOR ALL
 The fundamental goals of
comprehensive school counseling are
twofold:
 provide for student achievement and
success;
 increase the options that students perceive
for themselves

11. FROM “Position”:
TO “Program”:
 At risk student  Include all students
emphasis  Curriculum driven
 Crisis driven  Calendared time
 “On call” approach to  Collaborative effort
use of time between counselor,
 Delivered only by faculty, parents, and
counselors community
 Owned by counseling  Community owned and
staff only supported

12. Calendar and Time
Wisconsin Comprehensive School Counseling Model
Suggested Program Percentages Ranges
Percentage Rate
Elementary Middle High
Delivery System Components School School School
School Counseling Curriculum 35-45% 25-35% 15-25%
Individual Student Planning 5-10% 15-25% 35-50%
Responsive Services 30-40% 30-40% 25-35%
System Support 10-15% 10-15% 10-15%
TOTAL 100% 100% 100%

13. WCSCM Delivery System
 Four Components
 School Counseling Curriculum: classroom,
curriculum development, group activities, parent workshops
 Responsive Services: individual & small groups,
crisis, consultations, referrals
 Individual Student Planning: individual & small
group appraisal or advisement
 System Support: professional development,
consultation, collaboration, program management

14. Model Academic Standards
Format
Standard H
Students understand the relationship between Content Standard
educational achievement and career development
By the end of grade 4 By the end of grade 8 By the end of grade 12
students will: students will: students will:
H.1 Attain educational H.1 Attain educational H.1 Attain educational
achievement and achievement and achievement and
Core Performance
performance levels needed performance levels needed performance levels needed
Standard
to reach personal and to reach personal and to reach personal and
career goals career goals career goals
H.4.1.1 Learn to work H.8.1.5 Develop an H.12.1.1 Review and
together in a classroom individual learning plan to revise an individual
Benchmarks setting enhance educational learning plan to enhance
achievement and attain educational achievement
career goals. and attain career goals.

15. School Counseling Curriculum:
Student Standards
 Content Standards
 Core Performance Standards
 Grade Level Performance Standards [4, 8, 12]
 Content Standard = A
 Core Performance = 1
 Grade Level = 4.1.1
Ex. = A.4.3.1, D.8.2.1, I.12.1.1

16. Career Domain
 Standard H: Students will understand the
relationship between educational
achievement and career development.
 Core - H.1: Attain educational achievement
and performance levels needed to reach
personal and career goals.
 Grade Level - H.8.1.5: Develop an
individual learning plan to enhance
educational achievement and attain
career goals.

17. Model Academic Standards –
Three Domains
Academic Domain
 Core Content Standards: A, B, C
 A: Students will acquire the attitudes, knowledge, and
skills that contribute to successful learning in school and
across the life span.
 B: Students will develop the academic skills and attitudes
necessary to make effective transitions from elementary
to middle school, from middle school to high school, and
from high school to a wide range of postsecondary
options
 C: Students will understand how their academic
experiences prepare them to be successful in the world
of work, in their interpersonal relationships, and in the
community

18. Model Academic Standards –
Three Domains
Personal/Social Domain
 Core Content Standards: D, E, F
 D: Students will acquire the knowledge, attitudes, and
interpersonal skills to understand themselves and
appreciate the diverse backgrounds and experiences of
others.
 E: Students will demonstrate effective decision-making,
problem-solving, and goal-setting skills.
 F: Students will understand and use safety and wellness
skills.

19. Model Academic Standards –
Three Domains
Career Domain
 Core Content Standards: G, H, I
 G: Students will acquire the self-knowledge necessary to
make informed career decisions.
 H: Students will understand the relationship between
educational achievement and career development.
 I: Students will employ career management strategies to
achieve future career success and satisfaction.

20. Student and Parent
Educational/Career Planning
Conference
 Conferencing is a process that involves activities
planned and directed by school counselors that
assists students in planning, monitoring, and
managing their own learning, as well as, their
personal and career development. Through these
activities, students are encouraged and given
opportunities to set and evaluate their
educational and career goals and develop their
Individual Learning Plan that will help them
achieve their educational, career and life goals.

21. Student and Parent
Educational/Career Planning
Conference
The WCSCM has defined the mission of the Student and Parent
Educational/Career Planning Conferences to:
 Require the school counselor(s) to provide curricular opportunities
for all students in the areas of academic, personal/social and career
development.
 Impact all students in the most effective manner concerning the
importance of career decision making and planning for life after
high school.
 Involve the school (student and counselor(s)), parents, and the
community (business and industry) in the conferencing process and
activities.

22. Student and Parent
Educational/Career Planning
Conference
Common elements of an effective
conferencing process include:
 School Counseling Curriculum
 Individual Assessment Materials
 Student Individual Learning Plans
 Resources and Options
 Framework

23. Individual Learning Plan
 Students will investigate the inter-relationship
of educational achievement, life goals, career
planning, training and placement; evaluate
the present job market and analyze
predictions of future trends at local, regional,
state, national and global levels; and propose
career options based on their Individual
Learning Plan.

24. Individual Learning Plan
 ILP’s meet benchmarks within the Model
Academic Standards for school counseling
 ILP’s take into account what happens to
students outside the walls of the school
building
 ILP’s can provide a process and product for
students to use that opens them up to unique
educational and career opportunities

25. Impact of WCSCM
 As students understand themselves, explore
the world around them and establish goals for
their futures, they begin to see why an
education is important. They no longer attend
school simply to receive a diploma or avoid
truancy. Instead, students understand the
connection between success in school today
and success in their careers tomorrow.

26. Accountability/Evaluation
 Program Audit
 Counselor Performance
 Program Evaluation
 Student Progress
 Advisory Committee