This paper suggests ways in which counselors can take greater control of their accountability plans and make evaluations serve both the counselor and the school more constructively. Recommended competencies for specific types of guidance programs are described in detail. Three types of evaluation data are discussed for use in accountability models, i.e., outcome, opinion, and enumerative data. An accountability model that blends the data together is suggested as an effective strategy for providing a broad range of information about results of individual and program efforts, student attitudes, and cost-effectiveness. Samples of data collection instruments are included in the appendices. (JAC)