The Texas Model, 6th Edition Revision Preview

The Texas Counseling Association (TCA) and Texas School Counseling Association (TSCA) are currently leading the revision and expansion of The Texas Model for Comprehensive School Counseling Programs (Texas Model) to create a 6th edition


As in previous editions, the Texas Model is based on the statutory description of Texas school counseling programs and school counselor responsibilities (Texas Education Code [TEC] §§33.005-33.007). Many additional statutes related to school counseling have occurred since the publication of the 5th edition in 2018. 


Updated legal references, additional tools, and resources throughout will ensure that the Texas Model continues to be an excellent resource for building comprehensive school counseling programs. The sections and foundational organization will remain the same but will now include reflection and study questions, implementation tools, advocacy points, and online resources through

Overview of the 6th Edition 

Legal & Historical Context

Introduction: School counselors, administrators, school board members, and other stakeholders are introduced to the Texas Model as a tool to help them create, validate, or improve their own campus or district school counseling programs. The Texas Model’s purpose and history are explained, statutory requirements underpinning program necessities are identified, and the philosophical ideas behind the Texas Model are addressed in this section.


School Counselor Identity

Section I describes 10 school counselor responsibilities or domains necessary for the implementation of comprehensive school counseling programs in Texas. The 10 school counselor domains first reflect responsibilities articulated in state statutes (2 TEC §§33.006-33.007) and are then augmented by professionally recognized legal, ethical, and practical standards. Each domain is further explicated through related standards that provide more detailed behavioral expectations. Information about school counselor characteristics, education and training, and a model job description are also included.


Implementation Tools 

Section II describes the cycle of planning, designing, implementing, evaluating, and enhancing a new district or campus school counseling program, or revamping an existing one. It leads the reader through recommended activities such as leadership team identification, existing program assessment, new program design elements, implementation timeline, and program evaluation.


Intentional Design

Section III describes foundational program components that communicate program purpose and philosophy through its mission statement and definition, rationale for the program, and assumptions of conditions necessary for successful program implementation. How-to ideas are provided to assist districts and campuses in writing their foundational components.


Counselor Role in Action

Section IV defines and describes the four service delivery components of guidance curriculum, responsive services, individual student planning, and system support (2 TEC §33.005) through which school counseling services are provided to students, parents, school personnel, and other invested stakeholders. New information in this Texas Model includes a comparison of comprehensive school counseling services to the Multi-Tiered Systems of Support (MTSS) model. Moreover, descriptive school counseling program roles of school counselors, teachers, parents, and administrators are provided. Additionally, how-to strategies are once again provided for each of the four components, with special attention to the use of data in planning and evaluating the effectiveness of interventions and overall program success.


Whole Child Learning

Section V presents the scope and sequence of the newly revised and recommended state guidance curriculum reflecting four content areas of interpersonal effectiveness, intrapersonal effectiveness, personal health and safety, and post-secondary education and career readiness. Each content area is further organized into student competencies with grade-level specific goals and competency indicators to assist school counselors with the planning and assessment of activities. Attention is given to both the new character education TEKS and other newly mandated related topics. 


Anticipated Revision Timeline


Spring 2023 -Summer 2023 Completion of first edits
Fall 2023- Spring 2024 Stakeholder Feedback & Revisions
Spring 2024-Summer 2024 Professional Editing & Finishing
Fall 2024-Spring 2025 Publication Launch

Focus Groups


This year, the revision and development team will meet across the state with a variety of stakeholders to gain insight and feedback for the 6th edition

  • A focus group was conducted at the ESC summer retreat in June 2023. In addition, we presented at the TCA Professional Growth Conference in Houston on November 1-3. 
  • We look forward to presenting again at the TSCA Professional School Counseling Conference in San Antonio on February 4-6:
  • In addition, focus groups will be scheduled at the regional service centers throughout the spring of 2024. We will offer virtual focus groups through our lunch and learn series as well.  

For more information, contact the Co-Chairs of the 6th Edition Revision Team:


Dr. Ernest Cox
Jennifer Akins