Intertwined with the delivery system is the management system, which incorporates organizational processes and tools to ensure the program is organized, concrete, clearly delineated and reflective of the school’s needs. This is a relatively new concept for administrators and school counselors who traditionally have not viewed school counselors as “managers.”

Management agreements ensure effective implementation of the delivery system to meet students’ needs. These agreements, which address how the school counseling program is organized and what will be accomplished, should be negotiated with and approved by designated administrators at the beginning of each school year.

Advisory Council: An advisory council is a group of people appointed to review counseling program results and to make recommendations. Students, parents, teachers, school counselors, administration and community members should be represented on the council.

Use of Data: A comprehensive school counseling program is data-driven. The use of data to effect change within the school system is integral to ensuring every student receives the benefits of the school counseling program. School counselors must show that each activity implemented as part of the program was developed from a careful analysis of students' needs, achievement and/or related data. 

Action Plans: For every desired competency and result, there must be a plan outlining how the desired result will be achieved. Each plan contains:  

• competencies addressed
• description of the activity
• data driving the decision to address the competency
• timeline in which activity is to be completed
• who is responsible for the delivery
• means of evaluating student success
• expected results for students 

Use of Time: ASCA's National Model recommends that school counselors spend 80 percent of their time in direct service (contact) with students and provides a guide to school counselors and administrators for determining the amount of time their program should devote to each of the four components of the delivery system. Because resources are limited, school counselors' time should be protected; duties need to be limited to program delivery and direct counseling services, and noncounseling activities should be reassigned whenever possible.  

Use of Calendars: Once school counselors determine the amount of time necessary in each area of the delivery system, they should develop weekly calendars to keep students, parents, teachers and administrators informed. This assists in planning and ensures active participation by stakeholders in the program.