Ever-Evolving Framework
By Eric Sparks, Ed.D., CAE | November 2025
Since its original release in 2003, the ASCA National Model® has had a tremendous impact on the school counseling profession. It has been instrumental in creating the “one vision and one voice” so needed to standardize the practice of school counseling across the nation and to provide a framework for programs that make a difference in life-readiness and student success.
2025 marks the fourth time the ASCA National Model® has been revised to ensure it reflects education trends and research and to provide the most effective direction for school counseling program development. The revision was based on feedback from thousands of school counselors, district and state directors of school counseling, school counselo educators and other education partners, all of whom provided comments through formal public comment, by submitting or reviewing applications for the Recognized ASCA Model Program® (RAMP®) process and by completing evaluations of ASCA on-site professional development events in schools and districts around the country. The revision was also informed by the yearlong pilot program ASCA presented in three school districts across the country.
This wealth of information was reviewed and compiled to determine perceived strengths of the ASCA National Model® and areas where it could be improved. The following provides detail about changes as a result of this feedback to create the fifth edition of the ASCA National Model®.
The fifth edition of the ASCA National Model® has been greatly condensed to a 16-page PDF version, which is available for free download to any school counselors and education partners who want to learn more about a school counseling program. It includes more graphics to communicate the purpose of major concepts, and definitions and descriptions of each concept have been streamlined and simplified to make them as easily understood as possible. All school counseling standards and templates are linked in the applicable section of the ASCA National Model® to help school counselors access and understand how each fits within the design, implementation and assessment of a school counseling program.
The fifth edition provides a continued focus on access and success for each and every student and introduces a greater focus on achievement, with attendance and discipline data recognized as contributing factors to academic performance. School counselors analyze achievement data, along with attendance, discipline and data from other contributing factors, to inform strategies that support the school’s student achievement goals.
Three broad categories of results are included in the fifth edition as well as the measurements of these categories. Access is the result of each and every student participating in Tier 1 activities of the school counseling program and is measured by participation data.
Life-readiness describes how the school counseling program enhances each and every student’s mindsets and behaviors for life-readiness as defined and measured by the ASCA Student Standards. Life readiness is measured by ASCA Student Standards data. Academic success shows how the school counseling program helps each and every student achieve their highest academic potential and is measured by academic achievement data.
The fifth edition includes more emphasis on the natural alignment of the school counseling program and the MTSS process. School counselors provide proactive developmental strategies for each and every student in Tier 1, interventions for some students in Tier 2 and only indirect services in Tier 3.
Additionally, the ASCA National Model® reinforces the school counselor’s role in providing leadership, advocacy and collaboration with education partners to promote systemic change. School counselors collaborate to identify and address systemic inequities that may be a result of school policies, practices and traditions. The ultimate goal of this work, and the school counseling program, is to help each and every student reach their highest potential.
The four components of the ASCA National Model® remain the same: Define, Manage, Deliver and Assess.
Define
This section continues to include the ASCA Ethical Standards, the ASCA Student Standards and the ASCA Professional Standards & Competencies. Separate school counseling vision and mission statements are no longer suggested. Instead, it’s recommended school counselors articulate how the school counseling program aligns with and advances the school/district mission.
Manage
The most significant changes were made in the Manage section. Four broad tasks have been identified to organize the approach to the work in this section. Templates are included under each of the tasks to show how school counselors accomplish the four tasks. Read about these changes in the related article, “Manage: Approaching the Work and Using Templates.”
Deliver
No significant changes were made in the Deliver section. Direct student services still include instruction, appraisal & advisement, and counseling. Indirect student services still include referrals, consultation and collaboration.
Assess
To achieve the best results, school counselors regularly assess their program to determine its effectiveness in enhancing access, life-readiness and academic success for each and every student. Changes in this section include fifth edition language alignment in the school counseling program assessment, the ASCA School Counselor Professional Standards & Competencies Assessment and the School Counselor Performance Appraisal Template.
Access more information on the ASCA National Model® and download the PDF
Watch for upcoming training opportunities at national and state conferences and webinars available through ASCA’s Webinar Series.
Eric Sparks, Ed.D., CAE, is ASCA deputy executive director. He can be reached at esparks@schoolcounselor.org.
2025 marks the fourth time the ASCA National Model® has been revised to ensure it reflects education trends and research and to provide the most effective direction for school counseling program development. The revision was based on feedback from thousands of school counselors, district and state directors of school counseling, school counselo educators and other education partners, all of whom provided comments through formal public comment, by submitting or reviewing applications for the Recognized ASCA Model Program® (RAMP®) process and by completing evaluations of ASCA on-site professional development events in schools and districts around the country. The revision was also informed by the yearlong pilot program ASCA presented in three school districts across the country.
This wealth of information was reviewed and compiled to determine perceived strengths of the ASCA National Model® and areas where it could be improved. The following provides detail about changes as a result of this feedback to create the fifth edition of the ASCA National Model®.
The fifth edition of the ASCA National Model® has been greatly condensed to a 16-page PDF version, which is available for free download to any school counselors and education partners who want to learn more about a school counseling program. It includes more graphics to communicate the purpose of major concepts, and definitions and descriptions of each concept have been streamlined and simplified to make them as easily understood as possible. All school counseling standards and templates are linked in the applicable section of the ASCA National Model® to help school counselors access and understand how each fits within the design, implementation and assessment of a school counseling program.
The fifth edition provides a continued focus on access and success for each and every student and introduces a greater focus on achievement, with attendance and discipline data recognized as contributing factors to academic performance. School counselors analyze achievement data, along with attendance, discipline and data from other contributing factors, to inform strategies that support the school’s student achievement goals.
Three broad categories of results are included in the fifth edition as well as the measurements of these categories. Access is the result of each and every student participating in Tier 1 activities of the school counseling program and is measured by participation data.
Life-readiness describes how the school counseling program enhances each and every student’s mindsets and behaviors for life-readiness as defined and measured by the ASCA Student Standards. Life readiness is measured by ASCA Student Standards data. Academic success shows how the school counseling program helps each and every student achieve their highest academic potential and is measured by academic achievement data.
The fifth edition includes more emphasis on the natural alignment of the school counseling program and the MTSS process. School counselors provide proactive developmental strategies for each and every student in Tier 1, interventions for some students in Tier 2 and only indirect services in Tier 3.
Additionally, the ASCA National Model® reinforces the school counselor’s role in providing leadership, advocacy and collaboration with education partners to promote systemic change. School counselors collaborate to identify and address systemic inequities that may be a result of school policies, practices and traditions. The ultimate goal of this work, and the school counseling program, is to help each and every student reach their highest potential.
The four components of the ASCA National Model® remain the same: Define, Manage, Deliver and Assess.
Define
This section continues to include the ASCA Ethical Standards, the ASCA Student Standards and the ASCA Professional Standards & Competencies. Separate school counseling vision and mission statements are no longer suggested. Instead, it’s recommended school counselors articulate how the school counseling program aligns with and advances the school/district mission.
Manage
The most significant changes were made in the Manage section. Four broad tasks have been identified to organize the approach to the work in this section. Templates are included under each of the tasks to show how school counselors accomplish the four tasks. Read about these changes in the related article, “Manage: Approaching the Work and Using Templates.”
Deliver
No significant changes were made in the Deliver section. Direct student services still include instruction, appraisal & advisement, and counseling. Indirect student services still include referrals, consultation and collaboration.
Assess
To achieve the best results, school counselors regularly assess their program to determine its effectiveness in enhancing access, life-readiness and academic success for each and every student. Changes in this section include fifth edition language alignment in the school counseling program assessment, the ASCA School Counselor Professional Standards & Competencies Assessment and the School Counselor Performance Appraisal Template.
Access more information on the ASCA National Model® and download the PDF
Watch for upcoming training opportunities at national and state conferences and webinars available through ASCA’s Webinar Series.
Eric Sparks, Ed.D., CAE, is ASCA deputy executive director. He can be reached at esparks@schoolcounselor.org.