Program BalanceBoth the ASCA National Model and the Texas Model emphasize the importance of curriculum balance when developing and implementing a comprehensive developmental school counseling program (ASCA, 2012; Texas Counseling Association, 2004). Program balance is important because an advisor must spend 80 percent of their day working with and for students, either directly or indirectly. A written schedule can help counselors track their time and provide data when setting district counseling goals and objectives (ASCA, 2012). ASCA National ModelThe ASCA National Model breaks down delivery into two types of student services: direct and indirect. According to the ASCA National Model (2012), “direct student services are in-person interactions between school counselors and students” (p. 83). Direct services are provided through three elements: the school board's core program (instructions and group activities); individual student planning (assessment and counseling); and responsive services (advice and crisis response) (ASCA, 2012). Indirect services are provided on behalf of students through the school counselor's collaboration with others (ASCA, 2012, p. 83). Through indirect services, counselors provide leadership and advocacy that drive and improve student success. Indirect services are provided through strategies such as referral, consultation, and collaboration (ASCA, 2012). Through direct and indirect services, counselors impact student development and academic, career, and personal/social issues (ASCA, 2012). The Texas Model The Texas Comprehensive Developmental Guidance and Counseling Program Model consists of four elements: The Orientation Program. ..... middle of paper ......becoming more prevalent each school year. The Texas model could see an increase in desired percentages of appropriate services as students' immediate needs continue to increase each school year. Counselors must learn to be flexible while maintaining balance in the counseling program as much as possible so that all needs are met. References: ASCA. (2012). The ASCA National Model: A Framework for School Counseling Programs (Third ed.). Alexandria, VA: American School Counselor Association. Texas Counseling Association. (2004). A comprehensive developmental guidance and counseling program model for Texas public schools: A guide for K-12 program development. Austin, TX. Retrieved from https://courses.letu.edu/bbcswebdav/pid-2687557-dt-content-rid-3559846_4/institution/SGPS_Curriculum/Course%20Materials/MEDU5593/OL-7-1.0/Texas%20Counseling%20Program%20Guide. pdf