Deck 2: Professional Identity of School Counselors and the American School Counselor Association National Model 2012

Question 1

For the ASCA National Model (2012), which of the following is a characteristic of an effective vision statement?

A) Recognizes the potential for economic obstacles
B) Should be the same statement as the one used by the school
C) States the best possible student outcomes that are 5 to 15 years away
D) Is so idealistic that it is not feasible to achieve

Answer 1

C

Question 2

The ASCA National Model (2012) includes a formal statement regarding the beliefs that influence the school counseling program. Such a formal statement is necessary because:

A) beliefs are an essential part of data analysis.
B) beliefs drive behavior.
C) principals are expected to assess school counselors' manifestation of their beliefs.
D) it needs to be approved through a vote by students.

Answer 2

B

Question 3

For the ASCA National Model (2012), which of the following is a characteristic of an effective mission statement?

A) Aligns with the school's mission statement and may show linkages to district and state department of education mission statements
B) Is written with parents as the primary focus
C) Focuses primarily on high achieving students
D) Indicates the short-range results desired for all students

Answer 3

A

Question 4

For the ASCA National Model (2012), which of the following is an effective program goal?

A) Is established solely by the school's principal
B) Is very optimistic and thus is not measurable
C) Is based on school data
D) Focuses exclusively on academic development

Question 5

Which of the following program goals is consistent with the SMART goal format used within the ASCA National Model (2012)?

A) The school counseling program will conduct individual and group counseling sessions and collaborate with teachers and parents to increase the attendance rate of identified, at-risk
Students by 20% by the end of the school year.
B) The school counseling program will increase students' academic achievement.
C) The school counseling program will ensure that all graduates attend and complete college.
D) The school counseling program will promote academic, career, and personal/social development.

Question 6

Which of the following is a true statement about the ASCA National Model (2012).

A) The school counseling core curriculum should only be exclusively delivered by school counselors.
B) School counseling programs should not focus on the school's academic curriculum.
C) School counseling programs need to be comprehensive in scope, results-oriented in design, and developmental in nature.
D) It requires that school counselors provide direct instruction in math and reading.

Question 7

The term RAMP stands for:

A) Red Ribbon Approved Model Program
B) Recognized ASCA Model Program
C) Recognized ASCA Mindsets Program
D) Reviewed by the American Mental Health Providers Association

Question 8

The ASCA Mindsets & Behaviors for Student Success (ASCA, 2014)

A) "are limited to the academic behavior required for student achievement".
B) "describe the attitudes that school counselors should encourage all school personnel to adopt in relating to students".
C) "describe the competencies required of professional school counselors".
D) "describe the knowledge, skills and attitudes students need to achieve academic success, college and career readiness, and social/emotional development".

Question 9

Which of the following is NOT one of the ASCA National Model (2012) themes?

A) systemic change
B) differentiation
C) leadership
D) collaboration

Question 10

Which of the following is one of the primary aims of Education Trust's (2005) Transforming School Counseling Initiative (TSCI)?

A) Using data to effect change as opposed to school counselors simply being involved with data as part of record-keeping
B) Encouraging school counselors to focus exclusively on students' personal/social development.
C) Encouraging school counselors to work exclusively with gifted and talented students.
D) Require that school counselors have teacher certification.

Question 11

Primary aims of the No Child Left Behind Act (NCLB) include:

A) close private schools that are too expensive.
B) increase schools' accountability for ensuring student achievement and allow for parental options to change their children's schools if such schools fail to demonstrate evidence of adequate student progress.
C) require states to implement incentive-based pay for teachers.
D) eliminate all school personnel positions who are not involved in direct instruction.

Question 12

The role of school counselors in the No Child Left Behind Act (NCLB) is:

A) to function as a school social worker.
B) to function as an assistant principal.
C) provide individual therapy.
D) not explicitly identified

Question 13

One of the primary aims of the Common Core State Standards (CCSS) is to:

A) develop a lower threshold for passing to increase graduation rates.
B) develop a higher level of standards that are based on skills necessary for post-secondary success
C) provide school vouchers to allow parents to select alternative schools.
D) redesign state assessment tests to focus on the assessment of students' factual knowledge.

Question 14

Which of the following is true about Response to Intervention (RtI)?

A) RtI emphasizes the use of data-driven decision making.
B) RtI cannot be used as a method of identifying a student's eligibility for special education services under the Individualities with Disabilities Education Act (IDEA).
C) If a school's core curriculum is effective only 20% of students should be receiving tier III services.
D) RtI has resulted in an increase in the number of special education teachers in schools.

Question 15

ASCA's (2008) position on RtI is that school counselors should:

A) not be involved because school counselors focus exclusively on personal/social development.
B) coordinate the paperwork aspect of RtI.
C) be "stakeholders" in the design and implementation of RtI and vital contributors in meeting students' academic and behavioral concerns through the implementation of
Comprehensive school counseling program
D) obtain special education certification in order to be involved in RtI.

Question 16

Which of the following is true about School-Wide Positive Behavioral Interventions and Supports (SWPBIS)?

A) SWPBIS uses the same tiered service framework as RtI to focus upon behavioral concerns.
B) Students who do not respond to the tier I intervention are referred for a mental health evaluation.
C) A common tier III intervention is group counseling.
D) SWPIS is based in humanistic theory.

Question 17

Which of the following is NOT true about school counselors' involvement in SWPBIS?

A) School counselors may contribute their knowledge of mental health issues and principles of behavioral modification.
B) School counselors may collaborate with other school personnel in implementing such tier II interventions as Check-in/Check-out.
C) . ASCA encourage school counselors to conduct the individual therapy required for tier III services.
D) School counselors may contribute their knowledge of assessing student progress

Question 18

Systems-ecological theory asserts that:

A) functioning is primarily influenced by internal, biological processes.
B) teachers may influence students, but students cannot impact teachers.
C) the relationship between the teacher and the students' parents is more important than the relationship between the student and the teacher.
D) student behavior must be understood within the context of the environments in which it is embedded.

Question 19

In McMahon and colleagues' (2014) Ecological Model of Professional School Counseling which of the following would be considered a "suprasystem" in relation to a school?

A) A school's football team
B) The community surrounding the school
C) The Parent-Teacher Association (PTA)
D) All of the students in second grade

Question 20

According to McMahon and colleagues' (2014) Ecological Model of Professional School Counseling, in order for a school to function effectively it must:

A) limit parent involvement to communicating concerns to the principal.
B) focus exclusively on the needs of students vs. the needs of the community.
C) have a strict hierarchical order in which the principal makes all decisions which are then implemented by school personnel without question.
D) achieve a balance in establishing rules to guide expectations of students and openness to allow for changes to the rules and expectations of students.