1st 2.5 pages of the paper highlighted in yellow . You job is to complete the Tier 1,2 and 3 sections and conclusion Through School counseling all students receive a dedicated counseling program to help with their college, career, life and economical competencies. With the idea of students having a clear school and life balance from issues that could hinder their success, academic goals will be achieved at a higher level. Ms. Caudillo at the Luskin Academy goes beyond the call of duty to provide students with counseling guidance. Luskin Academy has three full-time counselors working on the school site. The caseload for Ms. Caudillo is 255 students which consist of 11th and 12th grade students. Mr. Blake is the 10th grade counselor and has approximately 140 students. Ms. Gutierrez is the 9th grade counselor and has about 142 students. Ms. Caudillo has served as a lead counselor for the past eight years. The Luskin academy has a great counseling program, however there is still areas of growth and improvement that can achieve an even higher level of excellence. This paper will examine in depth the essential growth areas and the tier model to address the areas that need attention. The Luskin Academy uses The American School Counselor Association (ASCA) National Model are school counseling programs which are collaborative efforts that benefit the students, teachers, administrators, and the community (“ASCA National Model,” 2012). One-way Luskin Academy aligns with the ASCA National Model is by following the student to counselor ratio recommended in the ASCA National Model Framework. According to the ASCA (2012), “To achieve maximum program effectiveness, the American School Counselor Association recommends a school counselor to student ratio of 1:250 and that school counselors spend 80 percent or more of their time in direct and indirect services to students” (p. 10). The counselors at Luskin Academy have a counselor to student ratio of 1:255. This is beneficial because it allows counselors to provide their students with the time, they need to ensure their needs are met. A second way Luskin Academy aligns with the ASCA National Model Framework are the systems in place to ensure the students, and various stakeholders benefit from the school counseling program. Ms. Caudillo states the school counseling system is comprehensive because it focuses on career, social, and college/academics. The ASCA framework says an effective school counseling program is one that is comprehensive and ensures students receive equitable access to both opportunities and a rigorous curriculum that allows students full participation in the educational process (“ASCA,” 2012). Ms. Caudillo believes that the school’s comprehensive counseling program is providing students with equitable assess, which is crucial for students who attend school in a low-income area. Luskin Academy calls for a comprehensive counseling program providing equitable access by w.

1. 1st 2.5 pages of the paper highlighted in yellow
. You job is to complete the Tier 1,2 and 3 sections and
conclusion
Through School counseling all students receive a dedicated
counseling program to help with their college, career, life and
economical competencies. With the idea of students having a
clear school and life balance from issues that could hinder their
success, academic goals will be achieved at a higher level. Ms.
Caudillo at the Luskin Academy goes beyond the call of duty to
provide students with counseling guidance. Luskin Academy has
three full-time counselors working on the school site. The
caseload for Ms. Caudillo is 255 students which consist of 11th
and 12th grade students. Mr. Blake is the 10th grade counselor
and has approximately 140 students. Ms. Gutierrez is the 9th
grade counselor and has about 142 students. Ms. Caudillo has
served as a lead counselor for the past eight years. The Luskin
academy has a great counseling program, however there is still
areas of growth and improvement that can achieve an even
higher level of excellence. This paper will examine in depth the
essential growth areas and the tier model to address the areas
that need attention.
The Luskin Academy uses The American School Counselor
Association (ASCA) National Model are school counseling
programs which are collaborative efforts that benefit the
students, teachers, administrators, and the community (“ASCA
National Model,” 2012). One-way Luskin Academy aligns with
the ASCA National Model is by following the student to
counselor ratio recommended in the ASCA National Model
Framework. According to the ASCA (2012), “To achieve
maximum program effectiveness, the American School
Counselor Association recommends a school counselor to
student ratio of 1:250 and that school counselors spend 80
percent or more of their time in direct and indirect services to
students” (p. 10). The counselors at Luskin Academy have a

2. counselor to student ratio of 1:255. This is beneficial because it
allows counselors to provide their students with the time, they
need to ensure their needs are met.
A second way Luskin Academy aligns with the ASCA
National Model Framework are the systems in place to ensure
the students, and various stakeholders benefit from the school
counseling program. Ms. Caudillo states the school counseling
system is comprehensive because it focuses on career, social,
and college/academics. The ASCA framework says an effective
school counseling program is one that is comprehensive and
ensures students receive equitable access to both opportunities
and a rigorous curriculum that allows students full participation
in the educational process (“ASCA,” 2012). Ms. Caudillo
believes that the school’s comprehensive counseling program is
providing students with equitable assess, which is crucial for
students who attend school in a low-income area.
Luskin Academy calls for a comprehensive counseling
program providing equitable access by working closely with all
students to meet their academic, career, and social needs. This
is evident in the school’s high graduation rate. According to
Ms. Caudillo, the school’s high school graduation rate is at 91.5
percent, and of those students, 70 percent go on to receive a
college education. The school’s graduation rate is well above
the state average high school graduation rate, which is at 83.5
percent, and the LAUSD district average of 77 percent (Gordon,
2017). The percentage of students going on to either a two or
four-year college is also well above the LAUSD district average
of 70 percent. To effectively address the student’s academic
competencies, Ms. Caudillo and the Luskin academy should
develop a program that applies to the tier model system.
The three-tier model is a subsequent system that utilizes school
support for interventions in academic and behavioral areas. The
steps are known as tier one, by tier two and finally tier three.
Students have to start with tier one and the learners who have
trouble with tier one, they will get advanced to tier two. Tier
two has the same relationship with tier three, as tier one had

3. with tier two. Similarly, students who struggle in tier two will
advance to tier three. The tiers are present to help students
balance their academic school and life balance behavior. The
tier model aims to equalize and put students at the same level
from those who are struggling vs ones that are not. The tier
method has been effective since students who struggle in
schools improve significantly in terms of their academic level.
Ultimately, if students who struggle academically start
improving the schools standardized tests scores will improve
too. Here is a breakdown of all the levels from level one to
three:
Sample please write on the correct school Luskin Academy.
School counseling entails providing academic, career and
college, and social-emotional
competencies for all students via a counseling program. The
goal is for students to achieve wellbeing to attain academic
achievement. COUNSELOR NAME works hard every day to
accomplish this goal. LASTNAME is a school counselor for
Madera Unified School District. He
conducts his programs for James Madison and James Monroe
Elementary School. It can be
difficult to run programs when working at multiple schools, but
that does not deter LASTNAME
as he attempts to assist students in reaching well-being. Despite
working feverishly, there is still
room for improvement at his schools. The purpose of the paper
will be to examine the necessary
area of growth and the tier model to address that area.
LASTNAME is currently conducting programs that focus on
improving behaviors and
reducing suspensions rates via the following programs: Positive
Behavioral Interventions and Supports, Restorative Justice, and
Early Warning System (J. LASTNAME, personal
communication [JPC], June 5th, 2018). However, an additional

4. program should be
created in which focuses on improving academics at a school-
wide level. When researching the
school's state test results, they validate the need for an
academic-base counseling program
Both schools did not do well on the CAASPP as they hold high
percentages in regards to
not meeting standards for the Math and English portions of the
test. LASTNAME is already
conducting programs that address the students social-emotional
competencies. However, the
school's test results show it is essential to focus on their
academic competencies as well, as
improving in the area can lead to attaining academic
achievement, thus, improving test scores.
To address the student's academic competencies, LASTNAME
should coordinate a
program in which invokes the tier model system. The tiered
model is a three-level system of
school supports that utilizes academic or behavioral
interventions (3-Tier Model, 2018). The
base of the system is known as tier one, the following is tier
two, then finally ending at tier three.
Every student begins at tier one, and those struggling at this
level moves to Tier two. Similarly,
those who are struggling in tier two, transitions into the final
level: tier three. The purpose of the
tier model is to assist struggling learners at the schools. Thus,
equity is created as the trouble
learners develop to be at the same academic level of students
who are not struggling. Also, as
aforementioned, If the struggling learners improve
academically, the schools state test results
may improve as well.
Tier One
The base level is the universal stage in which all students

5. participate. Therefore, instructions take place in the classroom.
LASTNAME can provide intervention inthree ways. One, he can
collaborate with teachers to have them include his academic
incentives in their lesson plans. Examples of his academic
incentives are stickers, movies, or pizza parties (JPC, 2018).
The purpose would be to motivate students to conduct their
academia such ascompleting all in-class assignments or turning
in all of their homework. Two, LASTNAME can stay in the
background to monitor the students' progress. In other words,
his role would be to stay up-to-date on how students are
performing academically. He can accomplish the task by
reviewing grades, other academic-based data, and teacher
comments or observations. Thepurpose is to learn which
students are struggling academically. Three, LASTNAME can
collaborate with teachers to partake in professional
development, which is educators receiving specialize training,
formal education, or advance professional learning
(Professional Development, 2013). In regards to the tier one,
professional development can entail teachers learning new
techniques for behavioral modification rather than utilizing
punitive punishments.
Also, teachers can seek development in improving student
engagement in class. The purpose is
for teachers to improve their professional knowledge,
competence skill, and effectiveness in
developing the students academically. Research shows
professional development to improve
teaching, thus, progressing students' academic development as
well (Kennedy, 2016). Those still
having trouble may transition to tier two.
Tier Two
The second level is the group stage in which LASTNAME holds
group sessions with students who struggled in tier one. The
groups can be small, and he can conduct three to five sessions
per week (Kolbert, Williams, Morgan, Crothers, & Hughes,
2016). LASTNAME can provide intervention in three ways.

6. One, assisting the students in attaining quality academic skills.
Thus, having students obtain skills in organization, time
management, and studying (Kolbert et al., 2016). LASTNAME
can have the groups bring in their assignments or books to
practice the academic skills with the materials. It is worth
noting that academic skills build college and career readiness,
which research shows can assist with academic development
(“Why College and Career Readiness is an Integral Component
of K-12 Education”, 2014). The
purpose is to improve student's efficiency in conducting their
school work. Two, LASTNAME
can utilize curriculum mapping with the groups. Schools are
currently in the era of high-stakes
testing. Thus, curriculum mapping assists teachers by
facilitating the breadth and depth of a
specific curriculum (Kolbert et al, 2016). Essentially,
curriculum mapping entails LASTNAME
to choose a counseling topic that fits into a particular subject.
For example, if a group is reading
a novel such as Lord of the Flies, LASTNAME can discuss with
the group the topic of bullying
and its adverse effects. Thereby, having the topic of bullying fit
into the English curriculum. The
purpose is to assist teachers by facilitating the curriculum,
which research shows curriculum
mapping to benefit students by promoting their academic
development (Galassi & Akos, 2012).
Three, LASTNAME can also utilize peer tutoring with the
groups. In peer tutoring, the students
work as both the tutor and tutee to one another (Kolbert et al.,
2016). In other words, students
teach classmates, within their group, a subject independent of
the teacher or LASTNAME. The
purpose is for students to attain academic achievement as peer
tutoring allows opportunities to
respond, immediate feedback and consequences, remediation for

7. corrected answers, and tutor collected outcome data (Kolbert,
2016). Empirical research shows peer tutoring to be beneficial
academically. In fact, studies show even low achieving students
to be effective tutors (Kolbert et
al., 2016). Students who are still struggling in tier two may
transition to tier three.
Tier Three
The final level is the individual stage in which LASTNAME
provides individualized instructions for students who did not
succeed in tier two. In other words, he conducts direct one-on-
one services. LASTNAME can provide intervention in two
ways. One,
continuing to develop academic knowledge and utilizing
curriculum mapping as students may
respond more productively in a one-on-one setting.
Additionally, as stated earlier, academic
knowledge and curriculum mapping have shown to benefit
academic development. Thus, it can
be beneficial for the student to continue working in the two
areas. Two, LASTNAME can assess
to if the student is harboring any socio-emotional troubles that
may be impeding academic
development. LASTNAME may conduct individual counseling
with the student, behavior or
academic development plans, parent consultation, or community
referral (Kolbert et al., 2016).
The purpose is to improve the student's self-esteem, which is
essential as research shows high
self-esteem to lead to academic achievement (Aryana, 2010).
For students who are still
struggling within tier three, then an assessment for special
education services may be the next
step.
Data is utilized in all three tiers to assess the student's
performance. Therefore, the tier

8. model is a data-driven system as it assists with the
development, implementation, and evaluation
of the tier model (Kolbert et al., 2016). In regards to overall
school performance, screenings can
be utilized at the beginning, middle, and end of the school year
to assess how students are
performing in comparison to curriculum standards. As far as
performance within the tiers,
LASTNAME conducts student assessment, for each level, at
different frequencies. For example,
student assessment within tier one can occur once a month, tier
two can occur twice a month, and
tier 3 can occur weekly or daily (Kolbert et al., 2016).
LASTNAME can report the results to the
advisory council that would be organized before the enactment
of the tier model. Overall, the
purpose of data is to help LASTNAME meet the needs of the
student. Data accomplishes the
task by helping LASTNAME find which students are developing
academically, and which ones
are not. If many students are not performing well, then
analyzing data can assist in learning what
is not working within the tier model, and what can be done to
fix it. Thereby, evaluating the tier
model, developing a solution that meets the needs of the
student, then implementing the solution.
An appropriate title for the tier model would be, Success for All
as it illustrates the goal of
school counselors: all students succeeding. The purpose of the
tier model is to ensure all students
succeed academically. It does so by working closely with
struggling learners, in other words,
students receiving poor grades, especially if they are having
trouble comprehending the
curriculum. Once the stakeholders are organized into an
advisory council and Success for All is

9. developed, the first step would be identifying students who are
struggling academically, which
occurs in tier one. Once the struggling learners are found, they
go through a one or two-step
process with the purpose of enhancing their academia. For the
students who are still having
trouble with the first step or tier two, they then transition to the
final step: tier three. If students
are still having complications, then an assessment for special
education services may be the next
course. Overall, Success for All focuses on all students
attaining academic achievement.
References
3-Tier Model. Retrieved from
https://www.gjsd.net/apps/pages/index.jsp?uREC_ID=312472&t
ype=d&pREC_ID=718463
Aryana, M. (2010). Relationship Between Self-esteem and
Academic Achievement Amongst Pre-
University Students. Journal of Applied Sciences,10(20), 2474-
2477.
doi:10.3923/jas.2010.2474.2477
Galassi, J. P., & Akos, P. (2012). Preparing School Counselors
to Promote Academic
Development. Counselor Education and Supervision,51(1), 50-
63. doi:10.1002/j.1556-
6978.2012.00004.x
LASTNAME, J. (2018, June 5). LASTNAME Personal
Communication [Personal interview].
Kennedy, M. M. (2016). How Does Professional Development
Improve Teaching? Review of
Educational Research,86(4), 945-980.
doi:10.3102/0034654315626800
Kolbert, J. B., Williams, R., Morgan, L., Crothers, L., &
Hughes, T. L. (2016). Introduction to
professional school counseling: Advocacy, leadership, and

10. intervention (1st ed.). New York:
Routledge.
Professional Development. (2013, August 30). Retrieved from
https://www.edglossary.org/professional-development/
Smarter Balanced Assessment Test Results for: School: James
Madison Elementary. (n.d.).
Retrieved from
https://caaspp.cde.ca.gov/sb2017/ViewReport?ps=true&lstTestY
ear=2017&lstTestType=B&lstG
roup=1&lstCounty=20&lstDistrict=65243-
000&lstSchool=6023980
SUCCESS FOR ALL 9
Smarter Balanced Assessment Test Results for: School: James
Monroe Elementary. (n.d.). Retrieved
from
https://caaspp.cde.ca.gov/sb2017/ViewReport?ps=true&lstTestY
ear=2017&lstTestType=B&lstG
roup=1&lstCounty=20&lstDistrict=65243-
000&lstSchool=6023998
Why College and Career Readiness is an Integral Component of
K-12 Education. (2014, September
24). Retrieved from https://www.hanoverresearch.com/insights-
blog/why-college-and-careerreadiness-
is-an-integral-component-of-k-12-education/
https://www.census.gov/quickfacts/fact/table/US/PST045218
https://www.caschooldashboard.org/#/Home
Paper #1 and 5 Slide Presentation
See Sample Paper for example on how to right this paper.
See my paper on what to write on.
This course is primarily based on the role of the school

11. counselor and a comprehensive school counseling program
within the context of a K-12 learning community. The
examination of an effective school counseling program is
conducted through a systematic, data-driven process that
illuminates areas of strength and growth in addressing that
expectation/opportunity/achievement gaps that characterize
American schools. Through your engagement in course
activities, readings, and course discussions, you will develop an
ongoing case study of a school counseling program of your
choice including a program audit, interview with a site
counselor, and an analysis of areas of opportunity for and threat
to wellbeing. ( See attached Paper I wrote)
Each candidate will submit a 5-page paper focusing on the
school site used for the program audit assignment. The final
paper will encompass the data provided from the audit, salient
points of the counselor interview, and content from the various
units addressing how the school counseling program addresses
the needs and wellbeing of ALL students. Students should
highlight (a) school site data, (b) data obtained through the
program audit and counselor interview, and (c) site programs
and practices (or absence thereof) that positively or negatively
impact student outcomes and well-being. Results will be
presented to the class during the last session.
Power Point Presentation
Slide #1 Title
Name of school with picture of school
Slide #2 Demographics
Information for demo is on paper I wrote see attached.

12. Slide #3 MTSS photo of triangle located as example on internet
This is my school, maybe a picture of it or something. Right.
And then second slide is demographics third slide is something
positive for slide is problem and and maybe you start talking
about recommendations. Third slide is recommendations for
improvement at three tiers. The end. I guess that's six but So
what would be your highest priority. If you made a couple
recommendations if you recommendations in your first paper,
what would be your highest priority recommendations. Meaning
the demographic section so like I i probably give you feedback
on On how to maybe talk about it differently. Some of you. A
lot of you did total student numbers I recommend using
percentages of your total enrollment for demographics.
So it's just kind of easier for someone or reader to kind of break
down. So, but, yeah, you can cut and paste. You're not
plagiarizing yourself. I think I mentioned that before.
So yes, go ahead.
I don't think that you should be like, That's the intro. Right. So
I think that's probably at the most. You're, you're copying, you
knowa third of your first paper at the most.
I need to clearly understand that you can make
recommendations for solving a problem for school counselors
perspective. Okay. I want it to be able, as a leader. I want to, I
want to clearly understand that you know what a multi tiered
system of support is those are the two big pieces.

13. Alliance Renee and Meyer Luskin Academy
Counseling Program Assessment
Running Head: LUSKIN ACADEMY COUNSELING
PROGRAM ASSESSMENT
1
LUSKIN ACADEMY COUNSELING PROGRAM
ASSESSMENT
6

14. Counseling Program Assessment
Introduction
Alliance Renee and Meyer Luskin Academy, also called
Luskin Academy, is a public independent charter school in Los
Angeles, California. Luskin Academy is a high school serving
542 students who are 9th through 12th graders in a low-income
neighborhood. The high school has room for 600 students, so it
is not filled. Of the 542 students, 83 percent are Hispanic, 15.9
percent are African-American, .4 percent White, .4 percent
Pacific Islander, and .2 percent Asian (CDE, 2018). The
surrounding neighborhood has a similar percentage among the
residents. Although parents of the students work full-time jobs,
parental involvement in the school is prevalent because they
understand how important it is to be involved in their children’s
education.
Luskin Academy has three full-time counselors working
on the school site. The caseload for Ms. Caudillo is 255
students which consist of 11th and 12th grade students. Mr.
Blake is the 10th grade counselor and has approximately 140
students. Ms. Gutierrez is the 9th grade counselor and has about
142 students. Ms. Caudillo has served as a lead counselor for
the past eight years. The other two counselors on site have
worked at Luskin for one year. Ms. Caudillo was the first
counselor hired and has been at the school site for ten years.
She has worked with various counselors at the school site, who
have since left, and have been replaced with two new
counselors.
Alignment with ASCA
The American School Counselor Association (ASCA)
National Model are school counseling programs which are
collaborative efforts that benefit the students, teachers,
administrators, and the community (“ASCA National Model,”
2012). One-way Luskin Academy aligns with the ASCA
National Model is by following the student to counselor ratio

15. recommended in the ASCA National Model Framework.
According to the ASCA (2012), “To achieve maximum program
effectiveness, the American School Counselor Association
recommends a school counselor to student ratio of 1:250 and
that school counselors spend 80 percent or more of their time in
direct and indirect services to students” (p. 10). The counselors
at Luskin Academy have a counselor to student ratio of 1:255.
This is beneficial because it allows counselors to provide their
students with the time they need to ensure their needs are met.
A second way Luskin Academy aligns with the ASCA
National Model Framework are the systems in place to ensure
the students, and various stakeholders benefit from the school
counseling program. Ms. Caudillo states the school counseling
system is comprehensive because it focuses on career, social,
and college/academics. The ASCA framework says an effective
school counseling program is one that is comprehensive and
ensures students receive equitable access to both opportunities
and a rigorous curriculum that allows students full participation
in the educational process (“ASCA,” 2012). Ms. Caudillo
believes that the school’s comprehensive counseling program is
providing students with equitable assess, which is crucial for
students who attend school in a low-income area.
Luskin Academy calls for a comprehensive counseling
program providing equitable access by working closely with all
students to meet their academic, career, and social needs. This
is evident in the school’s high graduation rate. According to
Ms. Caudillo, the school’s high school graduation rate is at 91.5
percent, and of those students, 70 percent go on to receive a
college education. The school’s graduation rate is well above
the state average high school graduation rate, which is at 83.5
percent, and the LAUSD district average of 77 percent (Gordon,
2017). The percentage of students going on to either a two or
four-year college is also well above the LAUSD district average
of 70 percent.
Recommendations for Improvement
Based on the assessment of the Laskin Academy school

16. counseling program, led by Ms. Caudillo, recommendations for
improvement can be made to ensure the school continues to
provide students with a comprehensive counseling program.
These recommendations are based on the barriers Ms. Caudillo
revealed during her interview. During the interview, Ms.
Caudillo stated one of the most significant problems she is
running into is the lack of a Mental Health Worker. Ms.
Caudillo states, “There are many students who attend Luskin
and are in desperate need of a mental health counselor since
some of the services these students need are outside of my
scope of practice. I can only do so much since I am not a
licensed MSW.” Ms. Caudillo states that with the school’s
limited resources and funding, the school has yet to get an MSW
on campus to work with the students. One recommendation is to
create a partnership with local mental health services in the
community. Also, the MSW should have an office in the school
to work out of since the school currently does not have one. By
reaching out to the community and asking mental health
services to help students at Luskin, this partnership will benefit
not only the student, but the community as a whole because
communities who provide mental health services to its residents
experience an increase in neighborhood economic activity, a
lower unemployment rate, and less crime (Whelan, 2010).
Another barrier preventing the school counseling program
from fully implementing the National Model is the lack of
knowledge students have of the various career fields they can
enter. Ms. Caudillo states, “Although our school prides itself
with a high rate of school graduation, as well as a high two- and
four-year college admission rate, students are often clueless
about the field they want to enter because they don’t know
about all of the options they have.” One recommendation to
address this problem is to provide students with a volunteer
program that allows students to go into the community and learn
about different career fields they can enter. According to Smith
(2018) of Youth.gov, one of the best ways to help teens learn
about career fields is by providing them with volunteer

17. opportunities in various areas so they can get a better
understanding of the career and determine if it is a field they
would like to enter. Ms. Caudillo revealed that although the
school has a counselor to student ratio lower than the ASCA
recommended a counselor to student ratio, Ms. Caudillo and the
other counselors still do not have the time they need to help
each student fully explore career fields that may be of interest
to them. Luskin Academy students will benefit from
volunteering in various career fields because it will provide
them with the information they do not receive in counseling
about areas of interest. This recommendation will also help
school counselors meet their highest priority counselor led
initiative which is to increase the rate of students who go on to
two and four-year colleges from 70 percent of the students to 80
percent.
A third recommendation is to implement more
opportunities for parents to engage in with students, counselors,
and teachers. According to the Luskin Academy website, the
school has a part-time Parent Engagement Specialist working to
engage parents in their child’s education such as providing
parents with a two-hour Parent Workshop that teaches parents
how to support their child’s success (“Family Resources,”
2019). Although the school has this program, Ms. Caudillo does
not think it is enough. Ms. Caudillo states the parent volunteer
rate is higher at her campus than many of the other high schools
in LAUSD low-income areas, but for the school to be able to
meet the ASCA National Model program, more parent
participation is required. Parental involvement positively
impacts a child’s personal/social and academic well-being, as
well as increases a child’s social capital, increases a parent’s
skills, and also helps make parents more equipped assisting
their children with school-related activities (Hornby & Lafaele,
2010). ASCA states counselors can successfully implement the
ASCA National Model program when they not only collaborate
with the teachers but also with the parents. Ms. Caudillo can
work with the school’s Parental Engagement Specialist to

18. determine how to implement more parental involvement
opportunities that allow the parents to engage with the students
and Luskin Academy staff members.
Conclusion
Luskin Academy prides itself for having a lower
counselor to student ratio than the LAUSD district average, as
well as a much higher rate of students who go on to two- and
four-year colleges, but Ms. Caudillo believes more can be done
to lower the counselor to student ratio and increase the rate of
students who go to two- and four-year colleges. One
recommendation, to help the counselors better align with the
ASCA National Model, is to elicit more involvement from the
community. Community mental health services can be
incorporated at Luskin Academy to provide students with the
mental health services they need and will also allow Ms.
Caudillo and the other counselors to continue to focus on school
counseling services within their scope of practice. Also, more
opportunities for parental involvement and volunteering in the
community will ensure students are provided with equitable
access to opportunities, allowing them to participate fully in the
educational process, which is the ultimate goal of the ASCA
National Model.
References
California Department of Education. (2018). California School
Dashboard. Np.: Author.
Retrieved from
https://www.caschooldashboard.org/reports/19647330124891/20
18
American School Counselor Association. (2012). The ASCA
National Model: A framework for
school counseling programs (3rd ed.). Alexandria, VA:
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