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What is CREST?

Counselors Reinforcing Excellence for Students in Texas (CREST) is sponsored by the Texas School

Counselor Association (TSCA) and awarded to school counseling programs that meet CREST

requirements. CREST is a continuous improvement document that school counseling programs can use

to demonstrate effective communication and a commitment to obtaining results. In its final form,

CREST is a brochure that highlights the accomplishments of your counseling program. Your CREST

document will include information in seven (7) areas:

Principal’s Comments

School Counseling Advisory Council

School Climate and Safety

Student Results

Major Achievements

Community Partnerships/Resources

Parent Collaboration

Why CREST?

Ask yourself, ―Why should our school counseling program pursue the CREST application process?‖

Benefits of CREST:

Advocate for your school counseling program and show how it supports student success

Document your school counseling program’s role in supporting student success

Show continuous improvement data for your counseling program

Highlight program successes for all stakeholders

Strengthen the campus counseling program by aligning it with the campus improvement plan

Reinforce the school counselor’s role in the academic, personal/social, and career development

of students

Link your school counseling program to state, national, and legislative standards

Provide a tool for accountability

Receive recognition at the Texas School Counselor Association/Texas Counseling Association

spring conferences

Receive a CREST banner for display on your campus

The CREST application form is available from the following websites:

www.txca.org

www.texasschoolcounselor.org

Preparing the CREST Document

Requirements:

Categories 1–7 placed in sequential order

Consistent use of voice

http://www.txca.org/

http://www.texasschoolcounselor.org/

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Consistent format

Proper grammar

Correct spelling

Acronyms spelled out on first use

Page size 17 x 11 inches (can be folded like a magazine)

Text body uses Arial or Times New Roman font, point size of 10 or 12 (CREST documents with

less than a 10-point font size in the body text will not be considered for an award.)

Graphs have an 8-point or higher font size

The words “A continuous improvement document sponsored by the Texas School

Counselor Association” included in the header

Document postmarked by November 1; faxed or emailed documents will not be accepted

The 2011 Application Packet should include the following:

Twelve (12) colored copies of your CREST document

Two (2) copies of the application form (one original, one copy)

One (1) CD of the CREST document in PDF format to post on the TSCA website

Mail CREST application forms (2), document (12), and CD (1) to:

CREST Application

c/o Hilda Lopez, CREST Chair

1828 Arnold Palmer

El Paso, TX 79935

We encourage you to seek CREST layout design and editorial assistance from the following personnel:

District office public relations department

English department

Desktop publishing class

Yearbook advisor

Graphics department

Graduate interns

Resources

Websites:

American School Counselor Association (ASCA): www.schoolcounselor.org

Texas Counseling Association (TCA): www.txca.org

Texas School Counselor Association (TSCA): www.txca.org/tca/TSCA_Home.asp

http://www.schoolcounselor.org/

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Books:

The ASCA National Model: A Framework for School Counseling Programs, Second Edition

ASCA National Model Workbook: A Companion Guide for Implementing a Comprehensive

School Counseling Program

A Model Comprehensive, Developmental Guidance & Counseling Program for Texas Public

Schools, A Guide for Program Development, Pre-K–12th Grade, Fourth Edition

Examples:

Texas CREST winners: www.texaschoolcounselor.org (Please note that CREST was revised in

2010, and the posted documents do not reflect the revised CREST.)

California’s Support Personnel Accountability Report Card (SPARC) awards recipients:

www.sparconline.net

After Submission, the CREST Committee will:

Send an email to the individual whose name appears on the application, acknowledging receipt

of the CREST application.

Send notification by email January 15th about the status of your CREST application. No

questions will be answered with regard to the status of your application prior to this date.

Present awards at CREST Luncheon during the spring Texas School Counselor

Association/Texas Counseling Association School Counselor conference.

Scoring of the CREST Document To receive an award, a CREST application may receive a total of only two No’s in the eight categories.

Each CREST document will be judged by a team of three professionals in the school counseling field

throughout Texas. The scoring continuum is as follows:

First Review

1. If the document receives NO MORE than two No’s in the eight categories, it has achieved

CREST distinction.

2. If the application receives MORE than two No’s in the eight categories, it is sent to a second

team of reviewers (Second Review).

Second Review

1. If the document receives MORE than two No’s in the eight categories, the application does NOT

receive CREST distinction.

2. If the application receives NO MORE than two No’s in the eight categories, the application goes

to a third review team (Third Review).

Third Review

1. If the application receives MORE than two No’s, the application does NOT receive CREST

distinction.

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2. If the application receives NO MORE than two No’s, it has achieved CREST distinction.

Category 1: Principal’s Comments

Principal, ask yourself, ―How does our school counseling program impact student success?‖

Preparing this Section The principal must show support for a well-balanced counseling program. (Please limit text to one or

two short paragraphs.)

Resources for this section:

ASCA National Model Application:

The ASCA National Model: A Framework for School Counseling Programs, Second Edition—

Management Agreements (p. 46), Performance Evaluations (p. 62)

Texas State Model Application:

A Model Comprehensive, Developmental Guidance & Counseling Program for Texas Public Schools, A

Guide for Program Development, Pre-K–12th Grade, Fourth Edition (pp. 49–71)

Category 1: Principal’s Comments

The Principal’s Comments section must include the following items:

Yes

No

1a. A statement of the school counseling program’s vital role in student success and

school safety

1b. An example of how the school counseling program contributes to student

success and school safety

1c. A statement of support for implementation of the ASCA National Model and/or

Texas State Model of the Comprehensive Counseling Program

1d. A statement explaining how the school counseling program supports the campus

improvement plan and initiatives

Category 2: School Counseling Advisory Council

Ask yourself, ―Who are we as a team? How does this team guide the school counseling program?‖

Preparing this Section School counselors shall form either a School Counseling Advisory Council or be a member of the

School Improvement Team. A School Counseling Advisory Council is a representative group of

stakeholders such as faculty, staff, parents, students, and/or community members from your school

campus. Its focus is to advise and guide the school counseling program in order to promote student

success. This council must meet at minimum twice a year.

The School Improvement Team is also a representative group of stakeholders and school counselors

may utilize this forum as the School Counseling Advisory Council. School counseling must be an

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ongoing agenda item, and the school counselor(s) must be a member of the School Improvement Team.



The ASCA National Model: A Framework for School Counseling Programs, Second Edition (pp. 67–74)




Category 2: School Counseling Advisory Council

The School Counseling Advisory Council section must include the following items:

Yes

No

2a. A statement on the purpose of the School Counseling Advisory Council or School

Improvement Team

2b. A list or chart providing information on the School Counseling Advisory Council

or School Improvement Team, including names and positions

2c. The School Counseling Advisory Council or School Improvement Team is

comprised of a representative group of stakeholders.

2d. A statement on the process for selecting committee members

2e. The number of times the council meets (minimum of twice a year)

2f. An example of a discussed agenda item

2g. How School Counseling Advisory Council’s feedback/input guides the school

counseling program

Category 3: School Climate and Safety

Ask yourself, ―How does my school counseling program respond to issues of school climate and

safety?‖

Preparing this Section

This section requires a minimum of one graph and/or chart, regardless of the number of interventions

provided. Presenting your results in graph form (e.g., pie chart, graph, bar graph) and showing their

relationship to school counseling programs are essential components for this section.

You can use Microsoft Excel to plug your data into a variety of graphs or charts. Some examples follow:

Programs/activities that increase student connectedness to school campus/district and improve

school climate

Programs/activities that teach students conflict resolution, empathy, and mediation techniques for

solving conflicts

Programs/activities that reduce incidents of violence at the campus and that emphasize

prevention and early detection

Programs/activities that provide age-appropriate and developmental instruction about violence

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prevention, bullying, dating violence, and interpersonal violence prevention. Many of these are

legal mandates that can be found in District Legal Policy, Title IX, Family Code 71.0021 (see

Texas Council on Family Violence)

Prevention and response to acts of hate violence, bias-related incidents, and discriminatory

attitudes

Consider data such as dropout rates, discipline referrals, attendance, course failures, and other vital

information to a school’s demographics. Process, perception, and results data are acceptable in this

section. The relationship between the data presented and school climate and safety must be clearly

stated.



American School Counselor Association. (2003). Taking your school’s temperature: How school

climate affects students and staff. Alexandria, VA: Author.

www.schoolcounselor.org/files/school%20climate.pdf

The ASCA National Model: A Framework for School Counseling Programs, Second Edition (pp. 120–

121)




Category 3: School Climate and Safety

The School Climate and Safety section must include the following items: Yes No

3a. A statement(s) regarding the relationship of the school counseling team to school

climate and safety

3b. A minimum of two activities/programs/interventions implemented by school

counselors that impacted school climate and safety

3c. A graph/chart depicting how school counselor activities directly relate to improvement

of the school climate

3d. Written explanation of each graph/chart

3e. An explanation of the school counselor’s role in the School Safety Plan and/or District

Crisis Plan

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Category 4: Student Results

Ask yourself, ―How has my school counseling program impacted students’ success?‖


Implementation of a comprehensive developmental school counseling program requires that school

counselors use data to evaluate and improve school counseling programs. The results of these data are

based on the outcomes of students, not on what school counselors do. Only the results of student

outcomes that have been positively affected by your school counseling program will be considered for a

CREST award.

In this section, include a statement explaining the importance and utilization of student results and its

relationship to the Texas and/or ASCA National Standards. This section must also include two (2) goal

statements. These statements must be based on data, and the data point must be significant.

A data point is an item of factual information derived from measurement or research, such as a

percentage.

Significance is the term used to describe research findings that are probably true. These findings

must be influenced by your interventions rather than by random chance, accident, or another

factor.

Don’t forget to answer the following questions: Why was this goal selected? What data were used?

Include a list and explanation of counselor interventions. Be sure these interventions are counselor

specific!

These data can be collected from myriad sources such as attendance rates, number of discipline referrals,

grade-point averages, and student graduation rates. Present your results in graphic form such as in pie

charts, graphs, or tables. Keep your graphs simple and easy to read; focus on one concept per graph.

In summary, both goal statements must contain an explanation about why the goal was selected, what

data were used and what counselor interventions were used, and include a graph representing the results;

thus, there must be two (2) graphs in this section.

The deadline of November 1 encourages applicants to use goals and data from the previous year. Any

additional data that support your goal may be included at submission.

Examples of goal statements might include the following:

Our counseling team will decrease the number of bullying incidents in grades K–5 by 20% from

the first through fourth 9-week period for school year ____.

Our counseling team will reduce self-reported test anxiety of juniors who failed the exit-level

TAKS by 25% from the first administration to the next administration.

Our counseling team will assist in reducing by 20% the number of eighth-grade students who

failed two or more core classes from the first 9-week grading period to the fourth 9-week grading

period.

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The ASCA National Model: A Framework for School Counseling Programs, Second Edition (pp. 49–53)




Other recommended resources:

1. Dimmitt, C., Carey, J. C., & Hatch, T. (2007). Evidence-based school counseling: Making a

difference with data-driven practices. Thousand Oaks, CA: Corwin Press.

2. Stone, C. B., & Dahir, C. A. (2007). School counselor accountability: A MEASURE of student

success (2nd ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

3. Kaffenberger, C., & Young, A. (2007). Making data work. Alexandria, VA: American School

Counselor Association.

4. National Office of School Counselor Advocacy (NOSCA) website:

http://advocacy.collegeboard.org/college-preparation-access/national-office-school-counselor-

advocacy-nosca

Category 4: Student Results

The Student Results section must include the following items:

Yes

No

4a. A statement explaining the importance and utilization of student results and their

relationship to the Texas and/or National Standards.

4b. First of two (2) measurable goal statements that include

data point(s)

population

time frame

Second of two (2) measurable goal statements that include

data points

population

time frame

4c. A rationale for each goal selected

4d. A list and explanation of school counselor interventions

4e. First of two (2) graphs that includes

an explanation for the graph connecting the School Counseling Team

activity to the results shown

correct title and label

Second of two (2) graphs that includes

an explanation for the graph connecting the School Counseling Team

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activity to the results shown

correct title and label

Category 5: Major Achievements

Ask yourself, ―What are the major achievements of our school counseling program?‖


Implementation of a comprehensive developmental school counseling program requires that school

counselors deliver their program through guidance curriculum, responsive services, individual student

planning, and system support.

In this section, include your school counseling team’s major achievements by delivery system. Also

include the percentage of time your school counseling program spends in each delivery system annually.

Use the following table format for this component:

Delivery System Overall

Percentage of

Time

Major Achievements

Guidance Curriculum

Responsive Services

Individual Student Planning

System Support

Examples of major achievements:

Guidance Curriculum—Guidance lessons attributed to an increase in the number of students taking the

SAT/ACT by 20%.

Responsive Services—We now offer six student support groups that meet a total of eight sessions.

Individual Student Planning—100% of the eighth-grade students completed their Four Year Plan.

System Support—The counseling staff provided staff development to teachers on the topics of the school

counseling program, child abuse, financial aid, and postsecondary options.

Using the table format, include other major achievements your school counseling team has received,

such as:

Awards/recognitions

Outstanding achievements

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Commendation by a professional organization such as the American School Counselor

Association, Texas Counseling Association, or the Texas School Counselor Association

Honors your school has achieved that includes coordination/collaboration with your school

counseling program

School-wide achievements that your program contributed to

Professional presentations by school counselors

Leadership roles filled by school counselors

Some examples of other major achievements:

2008 CREST (Counselor’s Reinforcing Excellence for Students in Texas) Award

2007 RAMP (Recognized ASCA Model Program) Award

Boys and Girls Club Outreach Award—(Our school counseling team provides referrals and

technical support to this award-winning program)

Distinguished School—(Our role in the school safety plan was integral to our school’s

winning this award)

School of Character Award



The ASCA National Model: A Framework for School Counseling Programs, Second Edition (pp. 39–44,

49–52, 55)




Category 5: Major Achievements

The Major Achievements section must include the following items:

Yes

No

5a. One or more major achievements cited and explained for Guidance Curriculum

5b. One or more major achievements cited and explained for Responsive Services

5c. One or more major achievements cited and explained for Individual Student Planning 5d. One or more major achievements cited and explained for System Support 5e. The percentage of time provided for each delivery system (there is no penalty if the

percentage of time is not aligned to the state recommendation)

5f. A minimum of two other achievements and a clear description of the relationship between

the school counseling program and the achievement

5g. The required chart for delivery system, percentage of time spent, and major achievement

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Category 6: Community Partnerships/Resources

Ask yourself, ―How do our community partnerships/resources impact student success?‖

Preparing this Section A school counseling program coordinates a variety of resources and collaborates with many community

partners and/or resources. This section asks you to explain how you involve business, industry, civic and

social service organizations and/or community partners to enhance your counseling program.

Include the following:

A list of the community partners/resources used in your program

An explanation of how these partnerships/resources are used

Statement explaining how your community partnerships/resources have impacted the success of

your students

Examples:

Academic

Partners in Education companies serve as mentors and/or tutors for students

Career

XYZ Organization provides speakers for Career Day

Personal/Social

ABC Church donates coats for students



The ASCA National Model: A Framework for School Counseling Programs, Second Edition, System

Support (p. 43)



Guide for Program Development, Pre-K–12th Grade, Fourth Edition (pp. 31, 126)

Category 6: Community Partnerships/Resources

The Community Partnerships/Resources section must include the following items: Yes No

6a. A lead paragraph on the importance of partnerships

6b. A minimum of two (2) community partnerships/resources listed for the

Academic Domain

6c. A minimum of two (2) community partnerships/resources listed for the Career

Domain

6d. A minimum of two (2) community partnerships/resources listed for the

Personal/Social Domain

6e. Provide examples of how these community partners/resources enhance the

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quality and effectiveness of the school counseling program for the Academic

Domain

6f. Provide examples of how these community partners/resources enhance the

quality and effectiveness of the school counseling program for the Career Domain

6g. Provide examples of how these community partners/resources enhance the

quality and effectiveness of the school counseling program for the Personal/Social

Domain

Category 7: Parent Collaboration

Ask yourself, ―How do I collaborate with parents so that students can be successful?‖


As a counselor, part of your role is to support, coordinate, consult, inform, mediate, and collaborate with

parents so that students can be successful. In this section, describe how you engage parents in guidance

curriculum, responsive services, individual planning, and system support.

Examples:

Guidance Curriculum—How do you encourage parents to provide input to the curriculum and

reinforce skills taught through your guidance lessons?

Example: Needs assessment is sent to parents to determine topics of guidance lessons that will

be presented during the school year.

Responsive Services—How do you work with parents regarding their children’s issues to

include one-on-one counseling, group counseling, and referrals?

Example: Parents are contacted regarding an emotional issue, and resources are provided

through a required parent conference.

Individual Planning—How do you provide parents with information regarding their child’s

academic and career planning?

Example: Parents are provided with an interpretation of test scores.

System Support—How do you provide parents with information?

Example: Parents are provided with monthly workshops addressing parenting

skills/information.

In addition, include a brief statement of how you as the school counselor communicate to parents

throughout the year about your school counseling program. Also, provide an explanation of how you

provide parents the opportunity to preview all counseling materials.



The ASCA National Model: A Framework for School Counseling Programs, Second Edition (p. 18)

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Guide for Program Development, Pre-K–12th Grade, Fourth Edition (pp. 18–23, 117)

Category 7: Parent Collaboration

The Parent Collaboration section must include the following items:

Yes

No

7a. A statement and examples of how your school counseling program engages

parents in Guidance Curriculum

7b. A statement and examples of how your school counseling program engages

parents in Responsive Services

7c. A statement and examples of how your school counseling program engages

parents in Individual Planning

7d. A statement and examples of how your school counseling program engages

parents in System Support

7e. An explanation of how the school counselor communicates to parents

throughout the year about your school counseling program

7f. A statement of how the school counselor provides parents an opportunity to

view counseling materials as mandated in Texas Education Code (TEC) 33.004(b)

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Category 8: Technical Details

The Technical Details section must include the following items: Yes No

DOCUMENT HEADER

8a. Include the statement ―A continuous improvement document sponsored by

the Texas School Counselor Association‖ in the header of the CREST document

8b. Names of all the counselors and their contact information

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8c. Include ‖CREST (current school year)‖ in the document header

8d. Include the school’s name, address, and school logo

FORMAT OF THE CREST DOCUMENT

8e. Categories 1 through 7 are placed in sequential order

8f. Content has a clear and consistent voice throughout the document

8g. Format is consistent and flows throughout the document

8h. There are no more than (two) typographical, grammatical, or punctuation

errors

8i. Acronyms are spelled out the first time used in the document

8j. Font used for text and graphs must be:

10 or 12 points for text

8 points or higher for graphs

Ariel or Times New Roman font

8k. Graphs are clear, significant, labeled, and aligned with the written text

APPLICATION PACKET

8l. Document fits on one page and is printed front and back on 17 x 11 paper

(folds like a magazine)

8m. Includes twelve (12) color copies of the CREST award document

8n. Includes two (2) copies of the application form (one original, one copy)

8o. Includes one (1) CD of the CREST award document, in PDF format

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CREST APPLICATION FORM

THE TEXAS SCHOOL COUNSELOR ASSOCIATION

Please do not alter this application by deleting sections or adding your own wording.

School District: ________________________________________________________________

School Site: ___________________________________________________________________

_____________________________________________________________________________

School Level (elementary, middle, high, all level): ________________________________

School Setting (urban, suburban, rural): ______________ Number of Students: _________

County: ____________________________

Contact Person for this application: ______________________________________________

Work Address: _______________________________________________________________

City/State: __________________________ Zip Code: _______________________________

Work Phone: ____________________________ Fax: _________________________________

Email: _________________________________________________________________

Please enclose the following in your packet:

An original and one copy of this application

A computer disc or CD of the document PDF

Twelve (12) color copies of the CREST Document

School Counseling Advisory Committee or School Improvement Team signatures

(You may insert additional lines or use additional sheets of paper, as necessary.)

Name: _______________________________________________________________________

Position: _____________________________ Signature: _____________________________

Name: _______________________________________________________________________


Name: _______________________________________________________________________


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Principal Signature

This CREST accurately reflects the student support system and the efforts of the school

counseling program in its design, implementation, evaluation, and coordination.

Signature of Principal: ________________________________________________________

Date: __________________________________

Superintendent/designee publication approval:

This document has been approved as a public document. This CREST accurately reflects

the student support system and the efforts of the school counseling program in its

design, implementation, evaluation, and coordination. This document has been

proofread for typographical or grammatical errors. You have my permission to

reproduce and post this CREST on the TSCA website. I give my permission for all

or any part of this application to be shared with state legislators and others

interested in reviewing our CREST.

Superintendent/Designee______________________________________________________

Superintendent/Designee Signature: _____________________________________________

Date: ___________________

The CREST packet must be postmarked by November 1. Mail to the following address:

CREST Application

c/o Hilda Lopez, CREST Chair

1828 Arnold Palmer

El Paso, TX 79935

Documents

What is CREST - Texas Counseling Association | HOME · What is CREST? ... Principal’s Comments School Counseling Advisory Council ... California’s Support Personnel Accountability