Running head: STATE MODEL ANALYSIS 1
New York State Model vs. Virginia State Model
Courtney D. McCreary
Niagara University
Running head: STATE MODEL ANALYSIS 2
Abstract
A comprehensive school counseling program is an integral component of the school’s
academic mission. The comprehensive school counseling programs, driven by student data and
based on standards in academic, career and personal/social development, promote and enhance
the learning process for all students (American School Counseling Association,2012) The New
York State Model was written by Dr. Carol Dahir, Debrah Hardy, David Ford and Douglas
Morrisey. The New York School Counseling Association submitted the New York State Model
in 2005. The Standards School Counseling Program in Virginia Public Schools was adopted by
the Board of Education in January of 2004. The writers included Thomas M. Jackson, President,
Susan Genovese, Vice President, Mark Emblidge, M. Scott Goodman, David L.Johnson, Thomas
G. Johnson, Gary L. Jones and Ella Ward The New York State Comprehensive School
Counseling Model and the Virginia state Model have many similarities and differences. This
paper will discuss the many of variables that both national models acquire within the
development of their own state school counseling programs.
Running head: STATE MODEL ANALYSIS 3
The Role of a School Counselor
In order for school counselors to uphold the professional standards, they must follow the
ASCA National Model in the following areas of Foundation, Delivery, Management and
Accountability. The New York State Model thoroughly understands how the role of a school
counselor has evolved over the years and requires more involvement and action. In the preface,
The New York State Model quotes from the author Stephanie Lerner about the modern take on
the profession of school counseling. As our society faces increasing challenges, financial,
cultural, social, so do our students, teachers and administrators. Their critical function of
evaluating and viewing each student with a discerning and caring eye is an important part of the
role of the school counselor in regards to that student. (Lerner, 2005). The preface also discusses
the importance of school counselors not just identifying the demand for “the students in need”
but for all students.
The Virginia State Model provides a general explanation of the professional role of a school
counselor, which were adapted from the ASCA Model. It clearly states that school counselors
serve as vital role in maximizing every student’s achievement (academic), social and career
development (Standards for School Counseling, 2008). In addition, collaborating with other
stakeholders and as like the New York Model, emphasizing addressing the needs of all students
through prevention and intervention (Standards, 2008).
The New York State Model as like the Virginia Model, follows the four ASCA model areas of
foundation system, delivery system, managing the system and accountability as the essential
roles of a school counselor. The foundation’s components consist of New York’s mission
statement, vision and philosophy as well as the program’s goals which are academic, social and
Running head: STATE MODEL ANALYSIS 4
career as follows Virginia. However, the New York State Model focuses on the National
Standards for School Counseling Programs and New York State Learning Standards which
resulted in the development of NYS Comprehensive School Counseling Program Crosswalk. The
crosswalk assists school counselors in identifying what competencies students will learn from a
comprehensive school counseling program and how it matches the content area key ideas for the
state learning standards. The learning standards for New York State are in the following content
areas: Health, Physical Education, and Family and Consumer Sciences Mathematics, Science,
and Technology English Language Arts Languages Other Than English, The Arts Career
Development and Occupational Studies Social Studies (NYSSCA, 2005).The Virginia learning
standards describe the commonwealth’s expectations for student learning and achievement in
grades K-12 in English, mathematics, science, history/social science, technology, the fine arts,
