The Importance of ASCA National Model Crosswalking Tools in Guidance Curriculums

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The importance of ASCA National Model Crosswalking Tools in guidance curriculums First and foremost the ASCA National Crosswalking Tool have sections that primarily focuses on the key components of an exemplary school counselor performance and accountability model for structuring a comprehensive guidance program. The ASCA National Model Crosswalking Tools can be used to develop the appropriate scope and sequence for a guidance curriculum.When implementing this tool correctly in a school system, there are major influences that can be utilized in helping students. In the paragraphs below I will describe key points of how it will improve student learning, foster student development of career awareness, and students will acquire self…show more content…
Strickland states, “In tact, the ASCA National Model (2005) promotes cross-walking student competencies by grade level (sequence) and by specific guidance lesson or curricula," (Strickland, 2007). This information is valuable in determining the correct area of competency when determining a students focused goals. The ASCA National Crosswalking Tool helps create a balanced of interventions that support, enhance and foster all areas of development. Development can be described as a change over time in any a structure, thought, or behavior that have been adapted by biological or environmental influences. In my definition of development, the crosswalk tool is an excellent resource to help with this progression in students academics. There are differences in from child to child in the timing for reaching developmental milestones. Henceforth we as counselors will come in contact with a wide range of students. This tool will help us focus on areas the student need to pay more closer attention to inevitable become a high achieving student. In the Martin’s article it discovered that, "This study also found that over a 3-year period, students showed better academic performance in schools with CDG programs, even if the programs were not fully implemented” (Martin, 2009). In conclusion each child has a unique pattern of adjusting to school life and academics in their own pattern of

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