School Counselor Performance Standards

Transcription

1 West Virginia School Counseling Programs Creating Pathways to Student Success West Virginia School Counselor Performance Standards West Virginia School Counseling Programs Creating Pathways to Student Success

2 West Virginia Board of Education L. Wade Linger Jr., President Gayle C. Manchin, Vice President Robert W. Dunlevy, Secretary Michael I. Green, Member Priscilla M. Haden, Member Burma Hatfield, Member Lowell E. Johnson, Member Jenny N. Phillips, Member William M. White, Member Brian E. Noland, Ex Officio Chancellor West Virginia Higher Education Policy Commission James L. Skidmore, Ex Officio Chancellor West Virginia Council for Community and Technical College Education Jorea M. Marple, Ex Officio State Superintendent of Schools West Virginia Department of Education

3 Table of Contents About the West Virginia School Counselor Performance Standards...1 West Virginia Professional School Counselor Performance Standards... 6 Performance Standard Rubrics Standard 1: Program Planning, Design and Management Standard 2: Program Delivery...23 Standard 3: Data Driven Accountability and Program Evaluation Standard 4: Leadership and Advocacy...48 Standard 5: Professional Growth and Responsibilities...55 Standards for High Quality Schools...61 Glossary Self-Assessment and Evidence Form...73 Acknowledgements...78 iii

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5 About the West Virginia School Counselor Performance Standards Purpose of the Standards The West Virginia Performance Standards for Counselors were developed as part of the West Virginia School Counseling Model to identify best practices in school counseling and to provide: an expanded vision of the integral nature of the school counselor within the school and the community the parameters for the essential knowledge, skills and dispositions that WV school counselors are to possess the framework for a school counselor performance assessment (evaluation system) a road map for continuous improvement of school counseling practice a common language that describes what a counselor needs to know and be able to do a set of educational competencies for West Virginia higher education school counselor preparation programs to use to plan curriculum and evaluate students a foundation for a school counselor evaluation system a guide for planning professional development Conceptual Framework In recent years, the school counseling profession has made very rapid advances in developing an effective model for practice that contributes to students academic achievement and well-being based on school counseling outcome research. The American School Counselor Association (ASCA) developed the ASCA National Model: A Framework for School Counseling Programs in West Virginia was one of the first states to adopt state code and state policy requiring school counselors to align practices and programs with the model in However, schools have struggled with alignment with state policy and the new national framework. The new state standards are designed to provide the necessary guidance and framework that will help all school counselor self assess and work toward having exemplary practices that research shows will impact student achievement, attendance, behavior, and general well-being in a positive proactive way. Counselors will need encouragement and support to transition effectively and efficiently to modern practice. The new school counselor performance standards are based on best practice and research related to school counseling effectiveness and the performance level rubrics are designed to help all school counselors become accomplished in all the major facets of effective school counseling practice. The expected outcome is that all school counselors will experience continuous professional growth that enhances their practices and enables them to build stronger school counseling programs and better support the success of all students. 1

6 Development of the West Virginia School Counselor Performance Standards The West Virginia School Counselor Performance Standards were developed by a diverse educational group that included West Virginia school counselors and other key stakeholders (principals, central office leaders, RESA, WVBE, and WVDE) and are based upon exemplary national standards and standards from other states. These included those of: American School Counselor Association (ASCA) National Model Alabama, Kansas, New York, Oklahoma, South Dakota, Texas, Missouri, and Utah School Counseling Standards Charlotte Danielson School Counseling Standards and Framework CACREP (Council for Accreditation of Counseling and Related Educational Programs) National Educational Technology Standards for Teachers (NETS T) WV Educator and Leadership Standards National Career Development Standards National Board of Professional Teaching Standards (NBPTS) School Counseling Standards State Model/ School Counseling Task Force Formed Creation of School Counselor Standards Draft Standards for National Review Preparations for Policy 5100 Standards on Public Comment Policy 5100 Approved by State Board The West Virginia s School Counselor Performance Standards and descriptive rubrics were reviewed by national experts on school counselor best practices and made ready for WVBE Policy The State Board approved the Performance Standards in December 2010 and incorporated them into Policy 5100 which now guides school counseling preparation programs, as well as, practices of all school counselors in West Virginia. 2

7 The Standards are organized in five categories relating to: 1. Program Planning, Design and Management 2. Program Delivery 3. Data Driven Accountability and Program Evaluation 4. Leadership and Advocacy, and 5. Professional Growth and Responsibilities. Architecture of West Virginia Professional Counselor Standards Standard Broad statements/constructs Function Describes the important functional or procedural parts of the standard Indicator Further delineate the functions into observable measures Description of Performance Levels West Virginia school counselors will be able to assess the quality of their own performance based on four performance levels (Distinguished, Accomplished, Emerging and Unsatisfactory) as defined for each Critical Standard Element. The performance levels are intended to serve as a self appraisal tool to assist counselors in determining their level of performance. They are defined as: Distinguished: describes professional counselors who are responsible for their own learning, lead continuous improvement of the school counseling program, have a systemic approach to collaboration and communication, and share best practices with colleagues. Being a distinguished counselor remains a goal for all counselors, regardless of how challenging it may be in any particular set of circumstances although they may never attain it consistently. Distinguished counselors: are master counselors and make contributions to the school counseling profession, both in and outside their school exhibit continuous reflection and self-renewal follow a comprehensive, integrated curriculum approach in a comprehensive, developmental program operate their program at a qualitatively different level from those of other counselors 3

8 Accomplished: describes professional counselors who have achieved mastery within a critical element. This level of performance is generally expected for experienced counselors. Accomplished counselors: clearly understand the concepts underlying each critical element component and implement well. are experienced, capable counselors who regard themselves and are regarded by others as performing at this level. thoroughly know their role, they know their students, and have a broad repertoire of strategies and activities to use with students in a standards-based continuously seek to expand and improve their practice. Emerging: describes counselors who may be new to the field or experienced counselors who are struggling in a particular area and need to set improvement goals to move to a more accomplished level of performance. Emerging counselors: appear to understand the concepts underlying each element and attempts to implement the components. exhibit sporadic, intermittent, or otherwise not entirely successful implementation. are characteristic of counselors new to the profession or experienced counselors who have not made the paradigm shift required by the ASCA Model and WVBOE Policy are minimally competent counselors; improvement is likely to occur with experience, professional development, planning, and mentoring; and while all students may not be receiving the guidance, counseling, and programs they need, no actual harm is being done to students. Unsatisfactory: describes counselors with unacceptable job performance in indicated area and may be doing harm to students. Unsatisfactory counselors: do not yet appear to understand the concepts underlying the critical element component. can grow and develop in this area. usually perform at a level that is below the licensing standard of do no harm. have reached a time for a supervisor to intervene represent a first priority for coaching or mentoring need to develop a support and or improvement plan in areas identified as unsatisfactory as prioritized by counselor and administrator 4

9 West Virginia counselors are encouraged to utilize these performance rubrics on an ongoing basis to self assess practice and determine how their practices align with recommended best practices and to set improvement goals to continually improve practice. Counselors are encouraged to gather evidence related to their level of performance in preparation for a new evaluation system slated to go state-wide during the school year. A self-assessment tool is included at the end of this booklet that you may duplicate or use annually to assess your performance. These standards are also available online on the school counseling website 5

10 West Virginia Professional School Counselor Performance Standards Standard 1: Program Planning, Design and Management The professional school counselor plans, designs and manages a comprehensive, developmental school counseling program aligned with the West Virginia Model. Function 1A: PROGRAM PLANNING The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic, career and personal social domains. Indicator 1A1: The professional school counselor designs and plans a data-driven School Counseling Program that addresses all domains and includes all delivery system components. Indicator 1A2: The professional school counselor uses various kinds of student data to guide the counseling program and to plan, differentiate, and modify services to best meet the needs of students. Indicator 1A3: The professional school counselor collects and uses school counseling program data to make adjustments to the school counseling Function 1B: PROGRAM DESIGN The professional school counselor designs a balanced comprehensive School Counseling Program. Indicator 1B1: The professional school counselor collaborates with others to create a clear mission and vision for the school counseling program that is shared and supported by all stakeholders. Indicator 1B2: The professional school counselor adheres to state student standards and professional school counselor performance standards when designing the school counseling Indicator 1B3: The professional school counselor designs a School Counseling Program that is sequential, comprehensive in scope, based on student competencies and integrated within the school curriculum when appropriate. Function 1C: PROGRAM MANAGEMENT The professional school counselor manages a comprehensive School Counseling Program. Indicator 1C1: The professional school counselor collaborates with others to develop operational schedules for the counseling program that are widely circulated and communicated to all school stakeholders. Indicator 1C2: The professional school counselor manages time and resources to support programs and services to meet student needs. Indicator 1C3: The professional school counselor maintains accurate, comprehensive records that document counselor use of time and counseling program activities, programs, and services. 6

11 Function 1D: STAKEHOLDER COLLABORATION The professional school counselor collaborates with stakeholders to plan and manage the School Counseling Program. Indicator 1D1: The professional school counselor collaborates with administrators to establish professional and program goals. Indicator 1D2: The professional school counselor solicits broad stakeholder input to plan and manage the school counseling programs and effectively meet the needs of all students. Indicator 1D3: The professional school counselor works in partnership with an advisory council to plan the development and advancement of the School Counseling Program. Standard 2: Program Delivery The professional school counselor facilitates delivery of the WV Comprehensive Developmental School Counseling Program for all students. Function 2A: PROGRAM DELIVERY The professional school counselor ensures the delivery of the comprehensive, developmental School Counseling Program aligned with West Virginia Board of Education Policy. Indicator 2A1: The professional school counselor facilitates delivery of a balanced, comprehensive, data driven school counseling Indicator 2A2: The professional school counselor actively partners with parents, guardians, families and community entities to support student learning and well being. Indicator 2A3: The professional school counselor promotes behaviors, programs and resources that are sensitive to students unique cultures, experiences, and communities. Function 2B: RESEARCHED BEST PRACTICES The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2B1: The professional school counselor models 21st century learning through the use of technology and other engaging instructional strategies when delivering the school counseling Indicator 2B2: The professional school counselor incorporates counseling theories and techniques into program practices. Indicator 2B3: The professional school counselor stays abreast of new, researchbased counseling theories and techniques and incorporates them into practice. Function 2C: GUIDANCE CURRICULUM The professional school counselor facilitates delivery of a comprehensive guidance curriculum to meet the developmental needs of all students. Indicator 2C1: The professional school counselor works with other stakeholders to ensure the delivery of a comprehensive, developmental, sequential guidance curriculum that is aligned across programmatic levels. Indicator 2C2: The professional school counselor works with all instructional staff to integrate components of the guidance curriculum into other content areas. Indicator 2C3: The professional school counselor actively works to relate the guidance curriculum to the students everyday lives and future plans. 7

12 Function 2D: INDIVIDUAL STUDENT PLANNING The professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals and developing future plans. Indicator 2D1: The counselor facilitates a collaborative approach to student academic and career planning. Indicator 2D2: The professional school counselor collaborates to develop and implement student plans designed to address individual student social/emotional needs. Function 2E: RESPONSIVE SERVICES The professional school counselor provides a continuum of interventions in response to student needs. Indicator 2E1: The professional school counselor maintains a structured process for early identification of at-risk behaviors and student referrals. Indicator 2E2: The professional school counselor collaborates with others to provide access to early and ongoing interventions for at-risk students. Indicator 2E3: The professional school counselor counsels individual students with identified needs to improve school success. Indicator 2E4: The professional school counselor facilitates targeted group interventions for identified groups of students. Indicator 2E5: The professional school counselor partners with others to develop, communicate, and maintain a crisis prevention/response plan and follows the response plan as needed. Function 2F: STUDENT SUPPORTS The professional school counselor assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students. Indicator 2F1: The professional school counselor contributes to a school climate that is learning-centered and fosters the belief that all share a responsibility for the success of each student. Indicator 2F2: The professional school partners with school teams to promote student success. Indicator 2F3: The professional school counselor works with school staff and stakeholders to improve student support resources and services. Function 2G: SUCCESSFUL TRANSITIONS The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school, school to work, or school to post-secondary, or career and technical training. Indicator 2G1: The professional school counselor facilitates transition interventions and supports to assist all students in successfully completing each grade level and transitioning to the next programmatic or grade level. Indicator 2G2: The professional school counselor facilitates a systemic process for preparing students to transition from public schools to post-secondary success. 8

13 Standard 3: Data Driven Accountability and Program Evaluation The professional school counselor examines school, student, and program data to annually evaluate school counseling program results and to assure program completeness. Function 3A: PROGRAM RESULTS The professional school counselor uses data to measure the results and impact of the School Counseling Program. Indicator 3A1: The professional school counselor gathers and analyzes multiple forms of data (results, process, and perception) related to the school counseling program to plan for program improvement. Indicator 3A2: The professional school counselor analyzes the effectiveness of various delivery systems, programs and interventions to drive improvement and enhance student results. Function 3B: PROGRAM COMPLETENESS The professional school counselor evaluates the degree to which the School Counseling Program is implemented and aligns to West Virginia Board of Education Policy. Indicator 3B1: The professional school counselor conducts an annual program audit to determine program completeness and guide continuous program improvement. Indicator 3B2: The professional school counselor maintains documented evidence of the implemented components of the School Counseling Program. Standard 4: Leadership and Advocacy The professional school counselor assumes a leadership role in advocating for student and program success. Function 4A: STUDENT ADVOCACY The professional school counselor advocates for the success of ALL students. Indicator 4A1: The professional school counselor works with other school stakeholders to analyze and promote policies, procedures and practices to ensure that they ensure equity and access and contribute to the success of all students. Indicator 4A2: The professional school counselor actively promotes, leads, and engages in school-wide efforts to increase student success and well-being. Function 4B: FACILITATES TRAINING The professional school counselor facilitates appropriate training for stakeholders and staff related to the School Counseling Program mission. Indicator 4B1: The professional school counselor collaborates with others to involve parents with their children s education and shares professional expertise with parents and community stakeholders to support student success. Indicator 4B2: The professional school counselor shares his/her professional expertise to create an inclusive cohort of colleagues who support the success of all students through the school counseling program and other school services and programs. 9

14 Function 4C: PROGRAM ADVOCACY The professional school counselor advocates for and promotes the comprehensive School Counseling Program. Indicator 4C1: The professional school counselor exhibits high expectations for all students are evident in daily practices and procedures of the school counseling Indicator 4C2: The professional school counselor advocates for and champions school counseling to ensure all students have equal access to school counseling programs and support services to enhance student learning and success. Indicator 4C3: The professional school counselor contributes to the school s strategic planning team. Standard 5: Professional Growth and Responsibilities The professional school counselor assumes responsibilities for his/her professional growth and the growth of the school counseling profession. Function 5A: KNOWLEDGE AND SKILLS The professional school counselor enhances knowledge and skills to advance professional practice. Indicator 5A1: The professional school counselor engages in continuous professional growth and improvement and promotes professional growth for professional colleagues. Indicator 5A2: The professional school counselor collaborates and consults with other school counselors to share best practices and uncover solutions to problems. Function 5B: LEGAL AND ETHICAL PRACTICES The professional school counselor adheres to professional ethical standards policies and laws in conduct and practices. Indicator 5B1: The professional school counselor demonstrates high ethical standards including honesty, integrity, fairness, and respect for others. Indicator 5B2: The professional school counselor ensures that program practices align with current state and federal policies and laws. Function 5C: GROWTH OF THE PROFESSION The professional school counselor contributes to growth of the school counseling profession. Indicator 5C1: The professional school counselor participates in professional school counseling organizations. Indicator 5C2: The professional school counselor assumes a leadership role at the school, county, and state level in order to advance the growth of school counseling programs and the profession. 10

15 Standard 1: Program Planning, Design and Management The professional school counselor collaboratively plans, manages and designs the comprehensive, developmental school counseling Function 1A: PROGRAM PLANNING The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic, career and personal/social domains. Indicator 1A1 - Balanced Program - The professional school counselor designs and plans a data-driven school counseling program that addresses all domains and includes all delivery system components. Standard 1 (1A1) utilizes diverse stakeholders and multiple sets of data to plan and design a research-based, standards-driven, balanced school counseling program,which fully addresses the academic, career, and personal/social needs of all students. plans and facilitates a systemic approach to ensure all delivery systems are used and all domains are provided for all students based on school and student data. utilizes stakeholders and student and school data to plan and design a research-based, standards-driven, balanced school counseling program, which addresses the academic, career, and personal/social needs of all students. facilitates delivery of a program to ensure all delivery systems are used and all domains are provided for all students based on school and student data. uses limited data sources and collaboration when planning the school counseling program which does not fully address the academic, career, and personal/ social needs of all students. facilitates delivery of an unbalanced system,giving unequal emphasis to one or two delivery systems or domains and does not meet the needs of all students. does not use data sources and collaboration when planning the school counseling does not ensure all delivery systems and all domains are used and provided for all students based on school and student needs. Definitions: Multiple sets of data - (need to define this to distinguish from those sources of student and school data) Delivery systems - individual student planning and counseling, group counseling, classroom guidance, responsive services, and student supports Domains - academic, career, and personal/social 11

16 Standard 1 (1A2) Function 1A: PROGRAM PLANNING The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic, career and personal/social domains. Indicator 1A2 - Collects and Uses Data - The professional school counselor uses various kinds of student data to guide the counseling program and to plan, differentiate, and modify services to best meet the needs of students. annually administers and analyzes programmatic level student needs assessment to determine academic, career and personal/ social development needs of students and shares resulting data with all stakeholders to plan, differentiate, and modify services to best meet the needs of students. collects and uses student assessment and inventory data state and national student data, as well as school data to make informed decisions when planning the school counseling annually administers and analyzes programmatic level student needs assessment to determine academic, career and personal/ social development needs of students shares resulting data with administration to plan, differentiate, and modify services to best meet the needs of students. collects and uses student and school data to make informed decisions for the school counseling annually administers programmatic level student needs assessment to determine academic, career and personal/ social development needs of students. is aware of school data and occasionally uses it to make informed decisions when planning the school counseling does not administer programmatic level student needs assessment to determine academic, career and personal/ social development needs of students. does not collect or use data to make informed decisions when planning the school counseling Definitions: Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Student data - student needs assessment, attendance, demographic information, grades, discipline, special learning needs, etc. Additional student assessment and inventory data - RAZE, PLAN, EXPLORE, ACT, SAT, WESTEST 2, & NAPE School data - attendance, grades, discipline records, detention rates, graduation rates State and national student data - SREB data, state report card data, and Kids Count data 12

17 Function 1A: PROGRAM PLANNING The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic, career and personal/social domains. Indicator 1A3 - Uses Program Data - The professional school counselor collects and uses school counseling program data to make adjustments to the school counseling annually conducts and analyzes the school counseling program audit, and shares the results with all stakeholders, to determine the effectiveness of various programs and interventions and guide decision-making about the school counseling sets and documents annual priority goals and develops a sequential plan for program improvement by collaborating with all stakeholders, examining program completeness and identifying areas of strengths and weakness. annually conducts and analyzes the school counseling program audit and shares the results with administration, appropriate school staff, and appropriate district leaders to determine the effectiveness of various programs and interventions and guide decision-making about the school counseling sets and documents annual priority goals and develops an annual plan based on feedback from school staff, administration and county coordinator after examining program completeness and identifying areas of strengths and weakness. annually conducts and analyzes parts of the school counseling program audit to determine the effectiveness of various programs and interventions and guide decision-making about the school counseling sets annual priority goals, after examining program completeness, without feedback from any stakeholder. does not conduct or analyze the school counseling program audit to determine the effectiveness of various programs and interventions and guide decision-making about the school counseling does not set annual priority goals or develop an annual plan based on feedback from school staff, administration and county coordinator after examining program completeness and identifying areas of strengths and weakness. Standard 1 (1A3) Definitions: Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 13

18 Function 1B: DESIGNS PROGRAM The professional school counselor designs a balanced comprehensive, developmental school counseling Standard 1 (1B1) 14 Indicator 1B1 - Establishes a Vision and Mission - The professional school counselor collaborates with others to create a clear mission and vision and to establish goals and priorities for the school counseling collaborates with stakeholders, including an advisory council, to create clear mission, vision, and philosophy statements for the foundational components of the school counseling program, establishes goals and priorities aligned with these statements, and publishes these documents on the school s website, in school counseling brochures, and in the student handbook. presents documented evidence to stakeholders, including an advisory council, that foundational components focus on students as the primary client, indicating desired long range results for all students and guide program design. collaborates with stakeholders to conduct an annual review and update of the mission, vision and philosophy statements to reflect current student needs and alignment with the school s vision mission, and philosophy statements. collaborates with stakeholders, to create mission, vision, and philosophy statements for the foundational components of the school counseling program, establishes goals and priorities aligned with these statements, and publishes these documents on the school s website, in school counseling brochures, and in the student handbook. presents documented evidence to administration that foundational components focus on students as the primary client, indicating desired long range results for all students and guides program design. conducts an annual review and update of the mission, vision and philosophy statements to reflect current student needs and alignment with the school s vision mission, and philosophy statements. can articulate the mission and vision statement of the school counseling program and has established limited goals and priorities aligned with these statements. presents limited evidence to administration that that foundational components focus on students as the primary client, indicating desired long range results for all students and guide program design. participates in an annual review and update of the mission, vision and philosophy statements to reflect current student needs and alignment with the school s vision mission, and philosophy statements. cannot articulate the mission and vision of the school counseling program and has not identified goals and priorities aligned with these statements. does not present evidence that foundational components focus on students as the primary client, indicating desired long range results for all students and guide program design. does not conduct an annual review and update of the mission, vision, and philosophy statements to reflect current student needs and alignment with the school s vision mission, and philosophy statements. Definitions: Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Advisory Council - An advisory council is a representation of all elements of the school and community appointed to audit the school counseling program goals and to make recommendations to the department, the administration, and the school board regarding program priorities; may be an existing team that spends two meetings per year focusing on evaluating and making recommendations for the school counseling Foundational components - Includes the beliefs, philosophies, mission, domains, and ASCA National Standards and competencies. Documentation artifacts counselors use to document the school counseling program: logs, operational schedules, sign-in sheets, agendas, data collection tools, etc.

19 Function 1B: DESIGNS PROGRAM The professional school counselor designs a balanced comprehensive, developmental school counseling Indicator 1B2 - Student and Counselor Standards - The professional school counselor adheres to state student standards and professional school counselor performance standards when designing the school counseling annually designs, implements, evaluates, and revises the school counseling program to comprehensively address both student standards and school counselor performance standards. with input from the all stakeholders, assures that the program is standards-based and aligned with the school s strategic plan and priorities for each grade are established based on student, school and community data. designs, implements, and evaluates practices aligned with student standards and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans. annually designs and implements a school counseling program to comprehensively address both student standards and school counselor performance standards. with input from the administration and the advisory council, assures that the program is standardsbased and aligned with the school s strategic plan and priorities for each grade are established based on student, school and community data. designs and implements practices that are aligned with student standards and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans. designs a school counseling program that marginally addresses student standards and school counselor performance standards. assures that the program is standardsbased and aligned with the school s strategic plan and priorities for each grade are established based on student, school and community data. implements practices that are inconsistently aligned with student standards and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans. does not annually design and implement a school counseling program to comprehensively address both student standards and school counselor performance standards. does not assure that the program is standards-based and aligned with the school s strategic plan and priorities for each grade are established based on student, school and community data. does not design and implement practices that are aligned with student standards and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans. Standard 1 (1B2) Definitions: Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Advisory Council - An advisory council is a representation of all elements of the school and community appointed to audit the school counseling program goals and to make recommendations to the department, the administration, and the school board regarding program priorities; may be an existing team that spends two meetings per year focusing on evaluating and making recommendations for the school counseling Student standards - West Virginia s student standards are aligned with the nine National Standards for School Counseling that are organized in three categories of student development: academic, career and personal/social. Each of the nine standards includes competencies that enumerate the desired student learning outcomes and define the specific knowledge, attitudes and skills that students should obtain or demonstrate as a result of participating in a school counseling School counselor performance standards - West Virginia has five school counselor standards. Each standard has a set of functions and indicators. Rubrics have been designed to help counselors align their practices and their school counseling programs to achieve optimal student growth and success as a result of the school counseling 15

20 Function 1B: DESIGNS PROGRAM The professional school counselor designs a balanced comprehensive, developmental school counseling Standard 1 (1B3) Indicator 1B3 - Scope and Sequence - The professional school counselor designs a school counseling program that is sequential, comprehensive in scope, based on student competencies and integrated within the school curriculum when appropriate. collaborates with counselors across programmatic levels within the school s feeder system and engages all stakeholders when designing the scope and sequence, crosswalks with other content areas, and plans a collaborative school-wide crosscurricular delivery system. uses multiple data sources from all stakeholders to annually design and revise the school counseling program s scope and sequence to address identified academic, career, and personal/social development needs of students. designs, implements, evaluates, and revises a scope and sequence that is developmentally appropriate and addresses state student competencies and standards. plans activities and interventions, recognized as best practices by the district, related to the competencies that utilize state and/or national best practices and integrated with other curricular areas. engages school staff, administration, and the advisory council when designing the scope and sequence, cross-walks with other content areas, and plans a collaborative school-wide crosscurricular delivery system. uses student data and school data to annually design and revise the school counseling program s scope and sequence to address identified academic, career, and personal/ social development needs of students. designs and implements a scope and sequence that is developmentally appropriate and addresses state student competencies and standards. plans activities and interventions related to the competencies that utilize state and/or national best practices and integrated with other curricular areas. engages the administration when designing the scope and sequence, crosswalks with other content areas, and plans a limited schoolwide cross-curricular delivery system. uses limited data sources to annually design and revise the school counseling program s scope and sequence to address identified academic, career, and personal/ social development needs of students. designs and implements a limited scope and sequence that is developmentally appropriate and addresses state student competencies and standards. plans inadequate activities and interventions related to the competencies that utilize state and/or national best practices and integrated with other curricular areas. does not engage school staff, administration, and the advisory council when designing the scope and sequence, cross-walks with other content areas, and plans a collaborative school-wide crosscurricular delivery system. does not use data sources to annually design and revise the school counseling program s scope and sequence to address identified academic, career, and personal/ social development needs of students. does not design and implement a scope and sequence that is developmentally appropriate and addresses state student competencies and standards. does not plan activities and interventions related to the competencies that utilize state and/or national best practices and integrated with other curricular areas. Definitions: Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Multiple data sources - e.g. community data sources, state and national sources, student data, school data Student data - needs assessment, grades, demographic information, discipline, and attendance records, etc. School data - attendance, discipline referrals, assessment results, achievement results 16

21 Function 1C: MANAGES PROGRAM The professional school counselor manages a comprehensive school counseling Indicator 1C1 - Operational Schedules - The professional school counselor collaborates with others to develop operational schedules for the counseling program that are widely circulated and communicated to all school stakeholders. collaborates with all stakeholders to manage the school counseling program and develop operational schedules for the counseling communicates operational schedules consistently to stakeholders thorough daily, weekly, monthly, and annual schedules and calendars shared through a variety of media and multiple venues. is cognizant of staff time and consistently informs all stakeholders when schedules are changed and works with all involved to reschedule and meet program goals. collaborates with administration and school staff to manage the school counseling program and develop operational schedules for the counseling communicates operational schedules consistently to administration and staff thorough daily, weekly, monthly, and annual schedules and calendars shared through in-school venues. is cognizant of staff time, by sharing schedule changes in a timely manner, and working with staff to reschedule as needed. operates in a response mode to manage the school counseling program and develop operational schedules for the counseling inconsistently communicates operational schedules to administration and staff thorough daily, weekly, monthly, and annual schedules and calendars. sometimes cognizant of staff time and shares schedule changes, but not in a timely manner. does not collaborate with others to manage the school counseling program and develop operational schedules for the counseling does not communicate operational schedules consistently to administration and staff thorough daily, weekly, monthly, and annual schedules and calendars. is not cognizant of staff time and changes schedule to meet the counselor s needs. Standard 1 (1C1) Definitions: Operational schedules daily, weekly and monthly calendars that outline the complete work of and schedule for school counselors. Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Variety of media - newsletters, websites and other electronic media, , blogs, radio, community TV, local newspaper Multiple venues - community meetings, faculty senate, teachers lounge, counselor s office bulletin board, etc. In-school venues - faculty senate, teachers lounge, counselor s office bulletin board, school website, etc. 17

22 Standard 1 (1C2) Function 1C: MANAGES PROGRAM The professional school counselor manages a comprehensive school counseling Indicator 1C2 - Manages Time and Resources - The professional school counselor manages time and resources effectively to support programs and services to meet student needs. efficiently and effectively manages time that results in an well-organized office an effective comprehensive school counseling program, and a multitude of services that readily addresses the needs of all students. identifies and manages available resources and actively seeks new resources to meet identified program goals, promote and support effective implementation of the school counseling program and address the needs of all students. manages time resulting in a wellorganized office, program, and services that readily addresses student needs. manages available resources and seeks additional resources, as needed, to promote and support effective implementation of the school counseling program and address the needs of students. inconsistently manages time resulting in a disorganized office and random programs and services that do not fully address the student needs. manages available resources and seeks new resources, when prompted to support the school counseling does not manage time resulting in a well-organized office, program, and services that readily addresses student needs. does not manage available resources and seeks additional resources, as needed, to promote and support effective implementation of the school counseling program and address the needs of students. Definitions: Resources - funding streams, partnerships, relevant community and state resources, and program support materials 18

23 Function 1C: MANAGES PROGRAM The professional school counselor manages a comprehensive school counseling Indicator 1C3 - Comprehensive Documentation - The professional school counselor maintains accurate, comprehensive records that document counselor use of time and counseling program activities, programs, and services. systematically maintains records in compliance with legal, ethical, county, school, and FERPA guidelines, regarding counselor use of time (daily logs and calendar), program activities, referrals, and contact with students, parents, faculty, and community stakeholders. analyzes logs to determine balance between delivery systems and domains and shares data with stakeholders, in keeping with confidentiality policies and FERPA guidelines, to effect adjustments and continuously improve the school counseling maintains records regarding counselor use of time (daily logs and calendar), program activities, referrals, and contact with students, parents, and faculty. analyzes logs to determine balance between delivery systems and domains and shares data with administration, as requested, in keeping with confidentiality policies and FERPA guidelines, to effect adjustments to improve the school counseling maintains marginal records regarding counselor use of time, (daily logs and calendar), program activities, referrals, and contact with students, parents, and faculty. analyzes logs on a limited basis to determine balance between delivery systems and domains, and shares data, as requesting, but may not be in keeping with confidentiality policies and FERPA guidelines. does not maintain records (daily logs and calendar), program activities, referrals, and contact with students, parents, and faculty. does not analyze logs to determine balance between delivery systems and domains and shares data with administration, as requested, in keeping with confidentiality policies and FERPA guidelines and effect adjustments to improve the school counseling Standard 1 (1C3) 19

24 Standard 1 (1D1) Function 1D: PARTNERS WITH STAKEHOLDERS The professional school counselor partners with stakeholders to plan and manage the school counseling Indicator 1D1 - Establishes Annual Goals - The professional school counselor consults with site administration to establish annual goals. examines all available data, consults with all stakeholders, and considers identified needs from evaluation self-assessment, school counseling performance standards rubrics, the school counseling program audit and the school s strategic plan when setting annual growth goals. develops an annual collaborative agreement with stakeholders to establish the school counseling program work plan. with input from stakeholders, continually assesses program completeness and effectiveness and sets goals that align protocols and sets goals based on identified weaknesses. examines available data, consults with administration, and considers identified needs from evaluation self-assessment, school counseling performance rubrics, the school counseling program audit and the school s strategic plan when setting annual growth goals. develops an annual agreement with administration and staff in to establish the school counseling program work plan. with input from administration and staff, assesses program completeness and alignment with state school counselor performance standards and protocols and sets goals based on identified weaknesses. partially completes a self-assessment based on state protocols, school counseling performance rubrics, the school counseling program audit and alignment with the school s strategic plan to set annual growth goals. develops an annual agreement with administration, when asked, to establish the school counseling program work plan. when asked by administration, assesses program completeness and alignment with protocols and sets goals based on identified weaknesses. does not examine available data, consult with administration, or meet annual growth goals identified from protocols, the self-assessment, school counseling performance rubrics, the school counseling program audit and/or the school s strategic plan. does not develop an annual agreement with administration and staff to establish the school counseling program work plan. does not assess program completeness or does not show growth in improving program completeness in identified areas of weaknesses. Definitions: Available data - students needs assessments, achievement, attendance and behavior data, closing the achievement gap data, school and community data, school counselor performance standards, and the school counseling program data (Program Audit and program results data) 20

25 Function 1D: PARTNERS WITH STAKEHOLDERS The professional school counselor partners with stakeholders to plan and manage the school counseling Indicator 1D2 - Partners with Stakeholders - The professional school counselor solicits broad stakeholder input to plan and manage the school counseling programs and effectively meet the needs of all students. systematically uses a variety of methods to communicate and consult with community stakeholders when planning the school counseling is accomplished and continually increases opportunities and improves the process for systemic involvement of parents and community stakeholders designs, implements, and evaluates a systemic process that involves parents and community stakeholders in the management and efficiency of implementing the comprehensive school counseling communicates and consults with community stakeholders, using more than one method, when planning the school counseling seeks to connect with community stakeholders and parents both informally, as well as, formally through interviews and forums, participation in community meetings, formal advisory council meeting, and annual surveys to stay informed of changing student needs. designs and implements a systemic process that involves parents and community stakeholders in the management and efficiency of the comprehensive school counseling informally and/or on a limited basis, communicates with community stakeholders when planning and managing the school counseling when prompted by administration, connects with community stakeholders and parents seek input into program planning and management inconsistently implements a process that involves parents and community stakeholders in the management and efficiency of the comprehensive school counseling does not communicate and consult with community stakeholders, using more than one method, when planning the school counseling does not seek to connect with community stakeholders and parents to seek input in program planning and management. does not design and implement a systemic process that involves parents and community stakeholders in the management and efficiency of the comprehensive school counseling Standard 1 (1D2) 21

26 Standard 1 (1D3) Function 1D: PARTNERS WITH STAKEHOLDERS The professional school counselor partners with stakeholders to plan and manage the school counseling Indicator 1D3 - Advisory Council - The professional school counselor works in partnership with an advisory council to plan the development and advancement of the school counseling identifies a school counseling advisory council consisting of stakeholders that represent the diversity of the community, leadership, faculty, and student body, and meets bi-annually to analyze school counseling program and lead program changes. meets bi-annually with the advisory council to review student, school, and community data, set program goals, and identify resources to support the school counseling documents bi-annual meetings and shares comprehensive notes and established program goals with advisory council and appropriate stakeholders. utilizes recommendations and feedback by designing and implementing an action plan for program planning, prioritizing goals, and seeking needed resources for the school counseling identifies a school counseling advisory group consisting of a diverse group of stakeholders, which could be a subcommittee of another school advisory team and meets annually to analyze school counseling program and lead program changes. meets annually with the advisory council to review student, school, and community data, set program goals, and identify resources to support the school counseling documents annual meeting and shares comprehensive meeting notes and established program goals with school staff, administration, and appropriate district leader. utilizes recommendations and feedback for program planning, prioritizing goals, and seeking needed resources for the school counseling identifies a schoolbased advisory group that meets annually and provides minimal input for school counseling program activities. sporadically collects feedback from the advisory council to review student, school, and community data, set program goals, and identify resources to support the school counseling documents meeting and, when prompted, shares meeting notes and established program goals with school staff and administration. utilizes recommendations and feedback on a limited basis for program planning, prioritizing goals, and seeking needed resources for the school counseling does not identify a school counseling advisory group consisting of a diverse group of stakeholders. does not meet annually with the advisory council to review student, school, and community data, set program goals, and identify resources to support the school counseling does not document annual meetings nor share comprehensive meeting notes and established program goals with school staff, administration, and appropriate district leader. does not utilize recommendations and feedback for program planning, prioritizing goals, and seeking needed resources for the school counseling 22

27 Standard 2: Program Delivery The professional school counselor facilitates delivery of the WV Comprehensive Developmental School Counseling Program for all students. Function 2A: The professional school counselor ensures the Delivery of the comprehensive, developmental School Counseling Program aligned with West Virginia Board of Education Policy Indicator 2A1 - Balanced, Comprehensive Program - The professional school counselor facilitates delivery of a balanced, comprehensive, data-driven school counseling facilitates delivery of a research- and, standards-based, datadriven balanced school counseling program in collaboration with all stakeholders that equally addresses all domains. designs, implements, evaluates, and revises a systemic process that uses all delivery systems to address all domains in alignment with state policy recommendations. facilitates delivery of a standards-based, data-driven, balanced, program school counseling program in collaboration with administration that equally addresses all domains. implements a process that uses all delivery systems to address all domains in alignment with state policy recommendations. facilitates delivery of a limited program school counseling program that addresses one or two components of the domains. implements a process that uses one or two delivery systems to address one or two domains in alignment with state policy recommendations. does not facilitate delivery of a standards-based, data-driven, balanced, program school counseling program in collaboration with administration that equally addresses all domains. does not implement a process that uses all delivery systems to address all domains in alignment with state policy recommendations. Standard 2 (2A1) Definitions: Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices. Standards Based Program. A school counseling program that is based on core foundational standards including the student standards and the school counselor performance standards. Data-driven. Decisions concerning future action that are based on information, survey reports, assessments, statistics, or other forms of data. Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Domains. Broad areas of knowledge and skills base that have been divided into three broad standard areas: academic, career, and personal/social that promote and enhance the learning process through a school-wide guidance and counseling program, Delivery system. The means around which the counseling program is organized and delivered; includes four components: guidance curriculum, individual student planning, responsive services, and system support. 23

28 Function 2A: The professional school counselor ensures the Delivery of the comprehensive, developmental School Counseling Program aligned with West Virginia Board of Education Policy Indicator 2A2 - Partners with Stakeholders - The professional school counselor actively partners with parents, guardians, families and community entities to support student learning and well being. Standard 2 (2A2) plans and implements a system of communication with parents and the community and seeks their input and engagement in the delivery of the school counseling program through multiple modalities. collaborates with school leadership to plan, implement, and continually improve formal and informal opportunities for collaborative parent, community partnerships to enhance the well-being of all students. routinely communicates with parents and the community about the school counseling program and seeks their input and engagement in the delivery of the school counseling facilitates opportunities for both formal and informal opportunities for collaborative parent, community partnerships to enhance the well-being of all students. communicates with parents and the community on a limited basis about the school counseling program and seeks their input and engagement in the delivery of the school counseling facilitates opportunities for parent and community engagement to enhance the wellbeing all students when asked by administration. does not communicate with parents and the community about the school counseling program nor seeks their input and engagement in the delivery of the school counseling does not facilitate opportunities for both formal and informal opportunities for collaborative parent, community partnerships to enhance the well-being of all students. 24

29 Function 2A: The professional school counselor ensures the Delivery of the comprehensive, developmental School Counseling Program aligned with West Virginia Board of Education Policy Indicator 2A3 - Diversity Education - The professional school counselor promotes behaviors, programs and resources that are sensitive to students unique cultures, experiences, and communities. collaborates with stakeholders, including the ESOL/ESL teacher, to plan and implement a variety of diversity educational programs to address minority and multicultural issues for students, staff and parents. collaborates with stakeholders to secure student involvement in a school-wide mentoring/ models such as Natural Helpers, LINKCREW, Conflict Mediation, Rachel s Challenge, etc. collaborates with stakeholders to plan, implement, evaluate and revise programs that enhance the school culture and reduce bullying and harassment. offers a variety of diversity educational programs to address minority and multicultural issues for students, staff and parents. collaborates with administration and school staff to secure student involvement in a school-wide mentoring/ models such as Natural Helpers, LINKCREW, Conflict Mediation, Rachel s Challenge, etc. collaborates with administration and staff to develop programs that enhance the school culture and reduce bullying and harassment. offers a limited roster of diversity educational programs to address minority and multicultural issues for students, staff, and parents. secures student involvement in a school-wide mentoring/ models such as Natural Helpers, LINKCREW, Conflict Mediation, Rachel s Challenge, when prompted by administration. collaborates with other school staff when prompted by administration to enhance the school culture and reduce bullying and harassment. does not provide a variety of diversity educational programs to address minority and multicultural issues for students, staff and parents. does not collaborate administration and school staff to secure student involvement in a school-wide mentoring/ models such as Natural Helpers, LINKCREW, Conflict Mediation, Rachel s Challenge, etc. does not collaborate with administration and staff to develop programs that enhance the school culture and reduce bullying and harassment. Standard 2 (2A3) Definitions: Stakeholder. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 25

30 Function 2B: RESEARCHED BEST PRACTICES The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2B1 - Instructional Skills and Technology - The professional school counselor models 21st Century learning through the use of technology and other engaging strategies when delivering the school counseling Standard 2 (2B1) develops and utilizes age-appropriate, engaging strategies and materials that take into consideration differentiated learning needs, cultural and economic background, and learning styles. expertly utilizes 21st Century tools and technologies, and best-practices that facilitate participation from all students when delivering the school counseling program and leads efforts to provide new technologies to the school counseling systematically updates instructional strategies and 21st Century and technology skills through professional development held at national, state, and local levels, and continual exploration of multi-media resources. continually instructs for student mastery, assesses effectiveness of strategies and seeks to learn and apply new, creative, engaging delivery strategies to continually improve student engagement. utilizes ageappropriate strategies and materials that take into consideration differentiated learning needs, cultural and economic background, and learning styles. consistently utilizes 21st Century skills and technology to engage diverse student populations, and to instruct for student mastery. regularly updates instructional strategies and 21st Century and technology skills through professional development held at state and local levels, and continual exploration of multimedia resources. consistently instructs for student mastery and actively seeks to learn and apply new, creative, engaging delivery strategies to continually improve student engagement. utilizes strategies and materials that that does not take into consideration differentiated learning needs, cultural and economic background, and learning styles. utilizes 21st Century skills and technology on a limited basis to engage diverse student populations and to instruct for student mastery. updates instructional strategies or 21st Century and technology skills through professional development held at the school site. strives to instruct for student mastery, and when prompted by administration, attempts to learn and applies new strategies to improve delivery. does not utilize ageappropriate strategies and materials that take into consideration differentiated learning needs, cultural and economic background, and learning styles. does not utilize 21st Century skills and technology to engage diverse student populations and to instruct for student mastery. does not seek to updates instructional strategies and 21st Century and technology skills through professional development and continual exploration of multi-media resources. does not instruct for student mastery nor seeks to learn and apply new, creative, engaging delivery strategies to improve delivery. 26

31 Function 2B: RESEARCHED BEST PRACTICES The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2B2 - Counseling Theories and Techniques - The professional school counselor incorporates counseling theories and techniques into program practices. consistently demonstrates knowledge of established and emerging counseling theories and techniques through the application of that knowledge in individual and group counseling, responsive services and classroom guidance lessons. trains/informs/teaches stakeholders about relevant counseling theories and behavioral supports in order to provide consistency and a proactive approach to address student problems. demonstrates knowledge of established theories and techniques through the application of that knowledge in individual and group counseling, responsive services and classroom guidance lessons. trains/informs/teaches school staff about relevant counseling theories and behavioral supports in order to provide consistency and a proactive approach to address student problems. demonstrates limited knowledge of established theories and techniques through the application of that knowledge in individual and group counseling, responsive services and classroom guidance lessons. informs school staff about relevant counseling theories and behavioral supports, when prompted by administration, to address student problems. does not demonstrate knowledge of established theories and techniques through the application of that knowledge in individual and group counseling, responsive services and classroom guidance lessons. does not train/ inform/teach school staff about relevant counseling theories and behavioral supports in order to provide consistency and a proactive approach to address student problems. Standard 2 (2B2) Definitions: Stakeholder. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 27

32 Function 2B: RESEARCHED BEST PRACTICES The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2B3 - Research-Based Practice - The professional school counselor stays abreast of new, researchbased counseling theories and techniques and incorporates them into practice. Standard 2 (2B3) systematically investigates current, innovative researchbased counseling theories and techniques at the national and state level and incorporates these appropriately into their practice of individual counseling, group counseling and classroom guidance, conducts action research and shares with others. investigates current research-based counseling theories and techniques at the national, state, and local level and makes a clear effort to incorporate these into their practice of individual counseling, group counseling and classroom guidance. investigates current research-based counseling theories and techniques on a limited basis and makes a minimal attempt to incorporate these into individual counseling, group counseling and classroom guidance lessons. does not investigate current researchbased counseling theories and techniques at the national, state, and local level nor does not make a clear effort to incorporate these into his/her practice of individual counseling, group counseling and classroom guidance. Definitions: Research-based. indicates that substantial studies have been conducted to substantiate the effective of these practices. 28

33 Function 2C: GUIDANCE CURRICULUM The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2C1 - Guidance Curriculum - The counselor works with other stakeholders to ensure the delivery of a comprehensive, developmental, sequential guidance curriculum that is aligned across programmatic levels. facilitates consistent delivery of classroom lessons, including prevention-based guidance units that are developmentally appropriate, sequential in nature and based on identified high priority student needs and school goals. provides a systematic approach through the implementation of a created action plan to deliver developmental guidance lessons in all domains and addresses all indicators in a sequential purposeful manner. continually researches and uses developmental guidance curriculums available from multiple sources. seeks out researchbased preventionbased curriculums, and develops and shares units, aligned across programmatic levels, with school staff to address specific needs within the school. facilitates consistent delivery of standardsbased classroom guidance lessons that is developmentally appropriate and sequential in nature, including preventionbased guidance units. provides developmental guidance lessons that addresses all domains and indicators in a sequential purposeful manner. strives to research and use current developmental guidance available from multiple sources. provides preventionbased guidance units, aligned across programmatic levels, to address specific needs within the school. facilitates a collaborative approach, involving school and community stakeholders in order to meet the needs of all students. facilitates some delivery of classroom guidance lessons, but does not insure it is developmental and sequential in nature. provides limited developmental guidance lessons that address all domains and indicators in a sequential purposeful manner. struggles to research and use guidance curriculums currently available to counselors. provides inconsistent prevention-based guidance units with limited alignment across programmatic levels. participates in a collaborative approached when prompted by administration order to meet the needs of all students. does not facilitate consistent delivery of standards-based classroom guidance lessons, including prevention-based guidance units. does not provide developmental guidance lessons that addresses all domains and indicators in a sequential purposeful manner. does not strive to research and use current developmental guidance available from multiple sources. does not provide prevention-based guidance units, aligned across programmatic levels, to address specific needs within the school. does not facilitate a collaborative approach, involving school and community stakeholders in order to meet the needs of all students. Standard 2 (2C1) designs, implements, and evaluates a collaborative delivery system that includes all stakeholders in order to meet the needs of all students. Definitions: Domains. Broad areas of knowledge and skills base that have been divided into three broad standard areas: academic, career, and personal/social that promote and enhance the learning process through a school-wide guidance and counseling Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices. Prevention-based programs. Programs that are designed to teach students the knowledge they need and provide the skills they need in order to address issues known to interfere with the learning process including bullying, harassment, substance abuse, mental health issues, depression, suicide, school violence, etc. Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 29

34 Function 2C: GUIDANCE CURRICULUM The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2C2 - Curriculum Integration - The professional school counselor works with all instructional staff to integrate components of the guidance curriculum into other content areas. Standard 2 (2C2) collaborates with instructional staff to develop and implement a plan that effectively integrates research-based universal preventionbased programs into the guidance curriculum. exhibits a deep understanding of curriculum integration and annually reviews cross-walks and actively works to incorporate revisions and additional components of the guidance curriculum into multiple content areas. collaborates with all stakeholders to develop and facilitates school efforts to consistently offers school-wide student and parent activities and support programs that are aligned across the curriculum. works with instructional staff to contribute to the development and integration of research-based universal preventionbased programs into the guidance curriculum. clearly understands curriculum integration and works with staff to develop school counseling curriculum cross-walks with other subjects and incorporates components of the guidance curriculum into multiple content areas. collaborates with administration and staff to consistently offers school-wide student and parent activities and support programs that are aligned across the curriculum. works with instructional staff, when prompted, to integrate the school counseling guidance curriculum into other content areas and school-wide efforts. exhibits limited understanding of curriculum integration and on a limited works to incorporate components of the guidance curriculum into multiple content areas. collaborates in a limited capacity with staff to offer student and parent activities and support programs that are aligned across the curriculum. does not work with instructional staff to contribute to the development and integration of research-based universal preventionbased programs into the guidance curriculum or other school initiatives. does not exhibit an understanding of curriculum integration and does not actively work to incorporate components of the guidance curriculum into multiple content areas. does not collaborate with administration and staff to consistently offer school-wide student and parent activities and support programs that are aligned across the curriculum. Definitions: Cross-walks. A curriculum map that shows how school counseling standards align with content standards from other content areas. Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices. Prevention-based programs. Programs that are designed to teach students the knowledge they need and provide the skills they need in order to address issues known to interfere with the learning process including bullying, harassment, substance abuse, mental health issues, depression, suicide, school violence, etc. Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 30

35 Function 2C: GUIDANCE CURRICULUM The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Indicator 2C3 - Application to Daily Living - The professional school counselor actively works to relate the guidance curriculum to the students everyday lives and the student s future plans. actively and consistently works to relate the guidance curriculum to student daily life and incorporates programs into the curriculum that assist students in developing plans for school success, success in their everyday lives, as well as, in developing plans for future career success and developing skills to be successful citizens in the Global21 workplace. makes clear and consistent attempts to relate the guidance curriculum to student daily life, daily decision-making and goal setting that contributes to school and home success, as well as, planning for future career success. makes limited attempts to relate the guidance curriculum to student daily life, daily decision-making, and goal setting that contributes to school and home success, as well as, planning for future career success. does not make clear and consistent attempts to relate the guidance curriculum to student daily life daily, decision-making, and goal setting that contributes to school and home success, as well as, planning for future career success. Standard 2 (2C3) Definitions: Guidance curriculum. Consists of structured developmental lessons designed to assist students in achieving the academic, career, and personal/social competencies and is presented systematically through school-wide, classroom, and group activities in grades Pre-K-12. The purpose of the guidance curriculum is to provide all students the knowledge and skills appropriate for their developmental levels And usually delivered using a collaborative model involving the school counselor, classroom teachers and other appropriate education professionals. Multiple guidance curriculums can be found on the West Virginia School Counseling website: 31

36 Function 2D: INDIVIDUAL STUDENT PLANNING The professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals and develop future plans. Indicator 2D1 - Education and Career Plans - The counselor facilitates a collaborative approach to student academic and career planning. Standard 2 (2D1) designs, implements, and evaluates a systemic process, in collaboration with stakeholders, to assist all students in exploring, planning, monitoring, and managing individual education and career plans. works with all stakeholders to ensure collaborative support for the development of each student s academic achievement and career pathway by providing contemporary resources and training. researches and provides current and accurate information regarding post-secondary and workforce options using a variety of methods (individual meetings, workshops, field trips, brochures/ pamphlets, websites, etc.) and media. facilitates a process, in collaboration with parents and students, to develop and continually update the student s career plan and sequential student portfolio that drives the academic plan and reinforces the relationship between academic performances, postsecondary options, and the world of work. designs, implements, and evaluates an action plan that provides the parent and student with ongoing opportunities to learn about the world of work and post secondary options as evidenced by a sequential student portfolio and the five year plan through a web-based career development system. facilitates a process, in collaboration with parents, to assist all students in exploring, planning, monitoring, and managing individual education and career plans. works with school staff to ensure collaborative support for the development of each student s academic achievement and career pathway by providing contemporary resources and training. provides current and accurate information regarding post-secondary and workforce options using a variety of methods (individual meetings, workshops, field trips, brochures/ pamphlets, websites, etc.) and media. ensures the student s career plan is revised annually in collaboration with parents and students, and reinforces the relationship between academic performances, post-secondary options, and the world of work. implements a plan that provides the parent and student with multiple opportunities to learn about the world of work and post secondary options as evidenced by a sequential student portfolio and the five year plan through a web-based career development system. facilitates a limited process to assist all students in exploring, planning, monitoring, and managing individual education and career plans. works in a limited capacity to develop of each student s academic achievement and career pathway by providing irrelevant or out-dated resources and training and inadequately reinforces the relationship between academic performances, postsecondary options, and the world of work. provides outdated and/ or inaccurate information regarding post-secondary and workforce options using a variety of methods (individual meetings, workshops, field trips, brochures/ pamphlets, websites, etc.) and media. ensures the student s career plan is revised annually and inadequately reinforces the relationship between academic performances, post-secondary options, and the world of work. provides the parent and student with limited opportunities to learn about the world of work and post secondary options as evidenced by a sequential student portfolio and a paperbased five year plan. does not facilitate a process, in collaboration with parents, to assist all students in exploring, planning, monitoring, and managing individual education and career plans. does not work with school staff to ensure collaborative support for the development of each student s academic achievement and career pathway by providing contemporary resources and training and reinforcing the relationship between academic performances, post-secondary options, and the world of work. does not provides current and accurate information regarding post-secondary and workforce options using a variety of methods (individual meetings, workshops, field trips, brochures/ pamphlets, websites, etc.) and media. does not ensure the student s career plan is revised annually and reinforce the relationship between academic performances, postsecondary options, and the world of work. does not provide the parent and student with multiple opportunities to learn about the world of work and post secondary options as evidenced by a sequential student portfolio and the five year plan through a web-based career development system. Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 32

37 Function 2D: INDIVIDUAL STUDENT PLANNING The professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals and develop future plans. Indicator 2D2 - Social/Emotional Needs - The professional school counselor collaborates to develop and implement plans designed to address individual student social/emotional needs. designs, implements, and evaluates a systemic and ongoing process in collaboration with stakeholders to develop student social/ emotional support plans to effectively address behavior issues and enhance school success. meets frequently with school/community teams to design, develop, implement, and evaluate student social/emotional support plans aimed at enhancing the student s opportunity for school success and ensures a process is in place to follow up with and support plans related to the school counseling in collaboration with all stakeholders, leads efforts to establish and fully implement, an effective School Based Mental Health approach to address student mental health needs through a system of care approach. designs a process in collaboration with parents and teachers to develop student social/emotional support plans to effectively address behavior issues and enhance school success. meets consistently with school/ community teams to develop student social/emotional support plans aimed at enhancing the student s opportunity for school success. in collaboration with school staff and community agencies, works to establish and implement an effective School Based Mental Health approach to address student mental health needs. when prompted, consults with parents and/or teachers to develop student social/ emotional support plans to effectively address behavior issues and enhance school success. seldom meets with school/community teams to develop student social/ emotional support plans aimed at enhancing the student s opportunity for school success when asked by the administration, participates in implementing an effective School Based Mental Health approach to address student mental health needs. does not design a process, in collaboration with parents and teachers, to develop student social/emotional support plans to effectively address behavior issues and enhance school success. does not meet with school/community teams to develop student social/ emotional support plans aimed at enhancing the student s opportunity for school success. does not collaborate with school staff and community agencies to establish and implement an effective School Based Mental Health approach to address student mental health needs. Standard 2 (2D2) Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 33

38 Function 2E: RESPONSIVE SERVICES The professional school counselor provides a continuum of interventions in response to student needs. Indicator 2E1 - Early Identification - The counselor maintains a structured process for early identification of at-risk behaviors and for student referrals. Standard 2 (2E1) collaborates with stakeholders to create and implement an early warning that is data driven and identifies clear variables system to identify students with at-risk behaviors. researches and uses appropriate risk assessments at each programmatic area to identify at-risk students. designs, implements, and communicates an effective referral system that is consistently and systemically utilized throughout the building by both staff and students to address student needs. designs, implements, and evaluates a systematic process to refer students and families to community resources when merited. collaborates with other staff members to create and implement an early warning system to identify students with at-risk behaviors. uses appropriate risk assessments at each programmatic area to identify at-risk students. maintains an effective referral system that is used regularly throughout the building by both staff and students to identify and address student needs. implements a process to refer students and families to community resources when merited. creates and implements an inadequate early warning system e to identify students with at-risk behaviors. inconsistently uses risk assessments at each programmatic area to identify at-risk students. maintains a inadequate referral process that may be known and/or used by school staff that identifies and addresses the needs of some students. provides a limited process to refer students and families to community resources when merited. does not work with other staff members to create and implement an early warning system to identify students with at-risk behaviors. does not use appropriate risk assessments at each programmatic area to identify at-risk students. does not maintain an effective referral system that is used regularly throughout the building by both staff and students to identify and address student needs. does not implement a process to refer students and families to community resources when merited. Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Programmatic Area. Is defined by the grade levels within your school: i.e. elementary, middle and high school. 34

39 Function 2E: RESPONSIVE SERVICES The professional school counselor provides a continuum of interventions in response to student needs. Indicator 2E2 - Early Interventions - The counselor collaborates with others to provide access to early and ongoing interventions for at-risk students. collaborates with stakeholders and leads school-wide efforts to establish a systemic approach to interventions for of atrisk students. implements a systemic process to work with other staff (i.e. social worker, attendance director, school nurse) to insure students receive interventions through established avenues including RTI, SATs, school based mental health, and group and individual counseling. systematically follows through with securing and/or providing identified interventions to assist students and families in need and evaluates interventions to determine long-term success. collaborates with staff and administration to establish a systemic approach to interventions for atrisk students. works with other staff (i.e. social worker, attendance director, school nurse) and a variety of stakeholders to insure students receive interventions through established avenues including RTI, SATs, school based mental health, community services, and group and individual counseling. consistently follows through with securing and/or providing identified interventions to assist students and families in need. collaborates with administration, when prompted, to provide interventions for atrisk students. consult with some staff and limited stakeholders or serve on the SAT team, but does not come prepared with current and historic student information to assist in developing the student support plan. erratically follows through with securing and/or providing identified interventions to assist students and families in need. does not collaborate with staff and administration to establish a systemic approach to interventions for atrisk students. does not work with other staff to insure students receive interventions through established avenues including RTI, SATs, school based mental health, and group and individual counseling. does not follow through with securing or providing identified interventions to assist students and families in need. Standard 2 (2E2) Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 35

40 Function 2E: RESPONSIVE SERVICES The professional school counselor provides a continuum of interventions in response to student needs. Indicator 2E3 - Early Counseling - The counselor maintains a structured process for early identification of atrisk behaviors and for student referrals. Standard 2 (2E3) is easily accessible and conducts scheduled individual counseling sessions as needed and impromptu sessions based on specific identified student needs. recognizes their own time restraints and the need to deliver a comprehensive school guidance and counseling program for all students and avoids spending the majority of their time with a few students by employing collaborative interventions that decrease the need for counseling. uses accepted theories, strategies, and continually seeks research-based best practices to improve effectiveness when counseling students. makes necessary referrals, consults with staff, parents and outside professionals, and seeks to integrate mental health services in the school to assist with student needs beyond those intended to be handled by the school counselor. is easily accessible to all students and conducts individual counseling sessions as needed. recognizes time restraints and the need to deliver a comprehensive school guidance and counseling program for all students and avoids spending the majority of their time with a few students. uses accepted theories, strategies, and best practices to increase effectiveness when counseling students. makes necessary referrals and consults with outside professionals for student with needs beyond those intended to be handled by the school counselor. develops a network of state and local partnerships with experts in the field to deliver specialized topics such as addictions, abuse, conduct disorder. is accessible on a limited basis and conducts sporadic individual counseling sessions in response to referrals by student or others. forgoes time restraints and the need to deliver a comprehensive school guidance and counseling program for all students by counseling the same students repeatedly. uses limited, theories, strategies, and best practices to increase effectiveness when counseling students. occasionally makes necessary referrals and consults with outside professionals for student with needs beyond those intended to be handled by the school counselor. when prompted by the administration, develops partnerships with experts in the field to deliver specialized topics such as addictions, abuse, conduct disorder. is not easily accessible and does not conduct individual counseling sessions as needed; tends to see the same students repeatedly without reaching out to others. does not recognize time restraints and the need to deliver a comprehensive school guidance and counseling program for all students and spends the majority of their time with a few students. does not use accepted theories, strategies, and best practices to increase effectiveness when counseling students. does not make necessary referrals and consults with outside professionals for student with needs beyond those intended to be handled by the school counselor. does not develop partnerships with experts in the field to deliver specialized topics such as addictions, abuse, conduct disorder. develops a comprehensive network (national, state, and local) of partnerships with experts in the field to deliver specialized topics, such as addictions, abuse, conduct disorder. 36 Definitions: Comprehensive school guidance and counseling Consists of a structured program that is an integral part of the total educational program that helps every student acquire the skills, knowledge and attitudes in the areas of academic, career and personal/social development that promote academic achievement and meet developmental needs. Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices.

41 Function 2E: RESPONSIVE SERVICES The professional school counselor provides a continuum of interventions in response to student needs. Indicator 2E4 - Small Group Counseling - The professional school counselor facilitates targeted group interventions for identified groups of students. plans and facilitates small group counseling based on identified student needs through needs assessments and other data, including input from stakeholders in alignment with the West Virginia School Counseling protocols. surveys stakeholders to assist with determining a wide variety of groups from which students can choose, such as academic concerns, personal/social concerns, career planning and transition issues. establishes a broad network of consultants and strategic partnerships to deliver appropriate interventions to small groups. designs and implements a professional development module to train peers and other professionals on effective small group practices to build capacity for the school counseling profession. demonstrates a commitment to group counseling aimed at improving their group leadership skills by seeking and attending national, state, and local professional development opportunities. plans and facilitates small group counseling based on identified student needs through needs assessments and other data, including in alignment with the West Virginia School Counseling protocols. offers a wide variety of groups from which students can choose, such as academic concerns, personal/ social concerns, career planning and transition issues. utilizes consultants and partnerships, when necessary, to deliver appropriate interventions to small groups. trains peers and other professionals on effective small group practices to build capacity for the school counseling profession. demonstrates a commitment to group counseling aimed at improving their group leadership skills by attending state and local professional development opportunities. facilitates small group counseling on a limited basis without addressing identified student needs and does not ensure alignment with the West Virginia School Counseling protocols. offers group counseling based on preferred topics and topics of personal interest. occasionally utilizes consultants and partnerships, to deliver appropriate interventions to small groups. trains peers, when prompted by administration, on effective small group practices to build capacity for the school counseling profession. demonstrates interest in group counseling aimed at improving their group leadership skills by attending local professional development opportunities. does not plan and facilitate small group counseling based on identified student needs in alignment with the West Virginia School Counseling Protocols. does not offer a wide variety of groups from which students can choose, such as academic concerns, personal/social concerns, career planning and transition issues. does not utilize consultants and partnerships, when necessary, to deliver appropriate interventions to small groups. does not train peers and other professionals on effective small group practices to build capacity for the school counseling profession. does not demonstrate a commitment to group counseling aimed at improving their group leadership skills by attending state and local professional development opportunities. Standard 2 (2E4) 37

42 Function 2E: RESPONSIVE SERVICES The professional school counselor provides a continuum of interventions in response to student needs. Indicator 2E5 - Crisis Intervention - The professional school counselor partners with others to develop, communicate, and maintain a crisis prevention/response plan and follows the response plan as needed. Standard 2 (2E5) has a systemic focus on crisis prevention addressing a variety of potential scenarios through the school counseling displays extensive knowledge of best practices in crisis intervention and leads the collaborative development and implementation of the school crisis intervention plan. collaborates with stakeholders to identify resources and implement effective and appropriate intervention strategies, assumes a leadership role development and implementation of the school and county crisis intervention and response plan and is well prepared when a crisis occurs. ensures that stakeholders know the proper procedure and their role for dealing with crisis through various methods, such as trainings, phone and communications, and bulletins. has multiple systems in place to respond to daily individual student crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis. has an ongoing focus to assist with crisis prevention through the school counseling displays knowledge of best practices in crisis intervention and assists with the collaborative development and implementation of the school crisis intervention plan. collaborates with staff and professionals to identify resources and implement effective and appropriate intervention strategies in response to school crisis and is prepared when a crisis occurs. ensures that school staff and identified professionals know the proper procedure for dealing with crisis through trainings and communications. has a system in place to respond to daily individual student crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis. has a limited focus to assist with crisis prevention through the school counseling displays basic knowledge of an established response/ plan for immediate crisis intervention and participates in the collaborative development and implementation of the school crisis intervention plan. identifies resources and implement ineffective and/ or inappropriate intervention strategies in response to school crisis and is ill prepared when a crisis occurs. communicates with school staff and identified professionals on an needed basis concerning proper procedure for dealing with crisis. has an ineffective system in place to respond to daily individual student crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis. does do have an ongoing focus to assist with crisis prevention through the school counseling does not display knowledge of best practices in crisis intervention nor assists with the collaborative development and implementation of the school crisis intervention plan. does not collaborate with staff and professionals to identify resources and implement effective and appropriate intervention strategies in response to school crisis and is not prepared when a crisis occurs. does not ensure that school staff and identified professionals know the proper procedure for dealing with crisis through trainings and communications. does not have a system in place to respond to daily individual student crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis. 38

43 Function 2F: STUDENT SUPORTS The professional school counselor assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students. Indicator 2F1 - Contributes to Positive School Climate - The professional school contributes to a school climate that is learning-centered and fosters the belief that all share a responsibility for the success of each student. develops an action plan, implemented through the school counseling program, to foster the belief that creating a learnercenter environment with a positive school climate is everyone s responsibility. leads the implementation of school-wide positive student supports and partnerships to improve the school learning environment. leads collaborative efforts with stakeholders to identify and provide research-based programs (e.g. I, Respect and Protect, Positive Behavior Supports, Communities in Schools, ) that promote positive student behaviors and creates an environment that is nurturing, orderly, safe, and conducive to learning with personalized student supports. conducts school-based action research to find new effective practices and conducts training for stakeholders to implement changes based on the results. makes clear efforts through the school counseling program to foster the belief that creating a learnercenter environment with a positive school climate is everyone s responsibility. participates in implementing school-wide positive student supports and partnerships to improve the school learning environment. collaborates with school staff and administration in identifying and providing researchbased programs (e.g. Respect and Protect, Positive Behavior Supports) that promote positive student conduct. researches appropriate journals and websites to find new effective practices and conducts training for school staff to effect changes. makes limited attempts through the school counseling program to foster the belief that creating a learnercenter environment with a positive school climate is everyone s responsibility. exhibits limited participation in implementing school-wide positive student supports and partnerships to improve the school learning environment. provides minimal assistance with research-based programs (e.g. Respect and Protect, Positive Behavior Supports) that promote positive student conduct. conducts limited research to find new effective practices and seldom conducts training for school staff to effect changes. does not make clear efforts through the school counseling program to foster the belief that creating a learner-center environment with a positive school climate is everyone s responsibility. does not participate in implementing school-wide positive student supports and partnerships to improve the school learning environment. does not collaborate with teachers and administrators in identifying and providing researchbased programs (e.g. Respect and Protect, Positive Behavior Supports) that promote positive student conduct. does not research appropriate journals and websites to find new effective practices nor conducts training for school staff to effect changes. Standard 2 (2F1) Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices. 39

44 Function 2F: STUDENT SUPORTS The professional school counselor assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students. Indicator 2F2 - Team Participation - The professional school partners with school teams to promote student success. Standard 2 (2F2) actively plans, leads and participates in meetings, related to the case load, such as IEP, SAT, 504, MSDT, and other relevant meetings in which stakeholders convene to support student success. prepares prior to meetings by gathering relevant student information and documentation, such as student cumulative records, background history, and WVEIS records, advises others regarding the academic, career and personal/social needs of the student, and articulates student interventions needed for school success. applies research-based counseling theories and professional knowledge to formulate a systemic plan to address student needs and leads the development of effective student interventions to improve classroom and school success. actively participates in school team meetings, such as IEP, SAT, 504, MSDT, and other relevant meetings in which stakeholders convene to support student success. prepares prior to meetings by gathering relevant student information from the student s file and WVEIS and advises others regarding the academic, career and personal/social needs of the student. applies research-based counseling theories and professional knowledge to determine appropriate interventions and participates in the development of effective student interventions to improve classroom and school success. attends most school team meetings related to the case load, such as IEP, SAT, 504, and MSDT. participates in meetings on a limited basis, provides some relevant information and limited feedback on group recommended interventions. inappropriately applies counseling theories and professional knowledge to determine appropriate interventions and has limited participation in the development of effective student interventions to improve classroom and school success. does not actively participate in school team meetings, such as IEP, SAT, 504, MSDT, and other relevant meetings in which stakeholders convene to support student success. does not prepare prior to meetings by gathering relevant student information from the student s file and WVEIS nor advises others regarding the academic, career and personal/social needs of the student. does not apply research-based counseling theories and professional knowledge to determine appropriate interventions nor participate in the development of effective student interventions to improve classroom and school success. Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices. 40

45 Function 2F: STUDENT SUPORTS The professional school counselor assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students. Indicator 2F3 - Student Resources and Services - The professional school counselor works with school staff and stakeholders to improve student support resources and services. continually collaborates with all stakeholders to identify and address student needs and advocates for appropriate resources and services to address the academic, career, and personal/ social development needs for all students. researches and presents new innovative opportunities for student supports to a variety of diverse stakeholders and seeks acquisition of additional resources, services and programs to support student needs within the school. builds a vital network with national, state, and local providers and works collaboratively to continually upgrade and provide appropriate programs, services and resources to address student needs. collaborates with school administration and staff to identify and address student needs and advocates for appropriate resources and services to address the academic, career, and personal/social development needs for students. presents new opportunities for student supports to the advisory council, the school improvement committee in order to advocate for inclusion of these new options into the comprehensive school guidance and counseling builds relationships with community and state service providers and works collaboratively to provide appropriate programs, services and resources to address student needs. identifies and advocates for student resources and services, on a limited basis, to address the academic, career, and personal/ social development needs for students. seldom presents new opportunities and options for improved student support services. builds tentative relationships with community and state service providers and works in isolation to provide appropriate programs, services and resources to address student needs. does not collaborate with school administration and staff to identify and advocate for appropriate resources and services to address the academic, career, and personal/ social development needs for students. does not present new opportunities for student supports to the advisory council or other stakeholders to advocate for inclusion of these new options within the comprehensive school guidance and counseling does not build relationships with community and state service providers nor work collaboratively to provide appropriate programs, services and resources to address student needs. Standard 2 (2F3) Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Comprehensive school guidance and counseling Consists of a structured program that is an integral part of the total educational program that helps every student acquire the skills, knowledge and attitudes in the areas of academic, career and personal/social development that promote academic achievement and meet developmental needs. 41

46 Function 2G: SUCCESSFUL TRANSITIONS The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school, school to work, or school to post-secondary, or career and technical training. Standard 2 (2G1) Indicator 2G1 - Facilitates Transitions - The professional school counselor facilitates transition interventions and supports to assist all students in successfully completing each grade level and transitioning to the next programmatic or grade level. develops, implements, and evaluates clear protocols to effectively transition student in and out of the school and from grade level to grade level. consistently collaborates with all stakeholders to create, implement, and evaluate a holistic approach to creating student supports related to student transitions. collaborates with stakeholders to continually improve transition interventions and best practices and follows state protocols related to student transitions. implements clear protocols to effectively transition student in and out of the school and from grade level to grade level. collaborates with stakeholders to ensure a holistic approach to creating student supports related to student transitions. consistently follows transition interventions and best practices, including state protocols to address issues that impede successful transitions. implements a limited number of effective protocols to transition student in and out of the school and from grade level to grade level. collaborates with school staff and administration in an attempt to provide a holistic approach to creating student supports related to student transitions. seldom follows transition interventions and best practices and protocols to address issues that impede successful transitions. does not implement clear protocols to effectively transition student in and out of the school and from grade level to grade level. works in isolation of others and does not follow a holistic approach to creating student supports related to transitions. does not follow transition interventions, best practices or state protocols to address issues that impede successful transitions. Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Protocols. A set of best practices and recommended procedures designed to create uniformity in WV School Counseling Programs aimed at producing outstanding student outcomes. Protocols are found on the school counseling website: Transition interventions and best practices. Facilitating expedited transfer of complete student records Participating in team meetings (SAT, IEP, MSDT, etc.) to create individualized plan for at-risk students Introducing to teacher(s) Reviewing of graduation requirements, if applicable Creating, updating, following Individualized education plan Referring to appropriate resources, programs and agencies Insuring that the transition from school to school is a process and not a one day event Establishing and following clear exit and transfer protocol Introducing to teachers Creating a buddy system Providing enrollment packets early Involving parents/guardians Involving agencies and appropriate school staff Orientation to School 42

47 Function 2G: SUCCESSFUL TRANSITIONS The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school, school to work, or school to post-secondary, or career and technical training. Indicator 2G2 - Preparation for Post School Success - The professional school counselor facilitates a systemic process for preparing students to transition from public schools to post-secondary success. creates, implements, and evaluates systemic programmatic level experiences, in collaboration with stakeholders, that assist students with developing skills to plan and prepare for the transition to the world of work and post-secondary education. has developed and implemented clear, consistent, and effective protocols in place to assist all students in exiting current school prepared for maximum success based on individualized circumstances. continually refines an effective process to work with staff, parents, postsecondary institutions, and workforce leaders when assisting students with developing individualized exit and post-secondary plans. maintains an accurate electronic database of students who enter and exit school, including each student s postsecondary/career plans. creates programmatic level experiences that assist students with early and ongoing planning to develop skills to prepare for the transition to the world of work and postsecondary education. has consistent, effective protocols in place to assist students in exiting current school prepared for maximum success based on individualized circumstances. works with staff, parents, postsecondary institutions and workforce when assisting students with developing individualized exit and post-secondary plans. maintains records of students who enter and exit school, including each student s postsecondary/career plans. creates limited programmatic level experiences that assist students develop a continuum of skills to plan and prepare for the transition to the world of work and post-secondary education. has limited protocols in place to assist students in exiting current school prepared for maximum success based on individualized circumstances. works with some staff members and parents and/ or in isolation when assisting students with developing individualized exit and post-secondary plans. maintains limited records of students who enter and exit school, including post-secondary/career plans. does not create programmatic level experiences that assist students with developing skills to plan and prepare for the transition to the world of work and post-secondary education. does not have consistent, effective protocols in place to assist students in exiting current school prepared for maximum success based on individualized circumstances. does not work with staff, parents, postsecondary institutions and workforce when assisting students with developing individualized exit and post-secondary plans. does not maintain records of students who enter and exit school, including each student s postsecondary/career plans. Definitions: Programmatic level experiences. Interests and aptitude inventories, explanations of assessment results and relevance to academic and career plans, development of academic and career plans, career exploration opportunities (virtual and real), career speakers, career portfolios, career days, field trips, etc. to support acquisition of knowledge related on post-secondary and workforce options Protocols. A set of best practices and recommended procedures designed to create uniformity in WV School Counseling Programs aimed at producing outstanding student outcomes. Standard 2 (2G2) 43

48 Standard 3: Data Driven Accountability and Program Evaluation The professional school counselor examines school, student, and program data to annually evaluate school counseling program results and to assure program completeness. Function 3A: PROGRAM RESULTS The professional school counselor uses data to measure the results impact of the school counseling Indicator 3A1 - Collects Data - The professional school counselor collects multiple forms of data to determine school counseling program effectiveness. Standard 3 (3A1) provides documentation of collecting and analyzing results data, perception data, and process data to document program, evaluate effectiveness, and implement revisions. researches, develops, and implements multiple tools (e.g. questionnaires, pre/post surveys and tests, skill demonstration activities, etc.) to assess the perceptions and knowledge of students, parents, and staff related to the school counseling collects and compiles documentation of process data to evaluate the types of delivery systems utilized in the comprehensive school guidance and counseling program and shares with stakeholders. generates and presents reports documenting program results, student and stakeholder perceptions, closing the gap reports, and quarterly process data reports to share with all stakeholders. provides clear evidence of collecting and using results data, perception data, and process data to assess program effectiveness. uses multiple tools (e.g. questionnaires, pre/ post surveys and tests, skill demonstration activities, etc.) to collect the perceptions and knowledge of students, parents, and staff related to the school counseling collects and compiles documentation of process data to evaluate the types of delivery systems utilized in the comprehensive school guidance and counseling program and shares with administrators. generates and presents reports documenting program results, student and stakeholder perceptions, closing the gap reports, and quarterly process data reports to share with administration and school staff. uses a limited approach to using results data, perception data, and process data to assess program effectiveness. uses a limited number of tools (e.g. questionnaires, pre/post surveys and tests, skill demonstration activities, etc.) to collect the perceptions and knowledge of students, parents, and staff related to the school counseling collects and compiles inadequate documentation of process data to evaluate the types of delivery systems utilized in the comprehensive school guidance and counseling program and shares with administrators when prompted. generates reports documenting program results, student and stakeholder perceptions, closing the gap reports, and quarterly process data reports. does not provide clear evidence of collecting and using results data, perception data, and process data to assess program effectiveness. does not use multiple tools (e.g. questionnaires, pre/post surveys and tests, skill demonstration activities, etc.) to collect the perceptions and knowledge of students, parents, and staff related to the school counseling does not collect and compile documentation of process data to evaluate the types of delivery systems utilized in the comprehensive school guidance and counseling program nor shares with administrators. does not generate and present reports documenting program results, student and stakeholder perceptions, closing the gap reports, and quarterly process data reports to share with administration and school staff. Definitions: Results data. Outcome data; how students are measurably different as a result of the Perception data. These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held, or competencies achieved. Process data. Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than the results from the activities. Delivery system. The means around which the counseling program is organized and delivered; includes four components: guidance curriculum, individual student planning, responsive services, and system support. Comprehensive school guidance and counseling Consists of a structured program that is an integral part of the total educational program that helps every student acquire the skills, knowledge and attitudes in the areas of academic, career and personal/social development that promote academic achievement and meet developmental needs. Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 44

49 Function 3A: PROGRAM RESULTS The professional school counselor uses data to measure the results impact of the school counseling Indicator 3A2 - Analyzes Effectiveness - The professional school counselor analyzes the effectiveness of various delivery systems, programs and interventions to drive improvement and enhance student results. has a systematic sequential process in place for data collection and analysis. analyzes various delivery systems, programs and interventions and disaggregates multiple sets of data to determine program effectiveness related to various student populations and implements changes based on the analysis. clearly articulates strengths and weaknesses, of the school counseling program and implications for program improvement, based on multiple data sets to all stakeholders. analyzes individual, group, and grade level data changes that demonstrate student needs and growth related to the school counseling program and collaborates with stakeholders to effect revisions. analyzes multiple data sets to identify gaps in delivery systems and domains, and to establish goals to create a more balanced has a clear system in place for data collection and analysis. analyzes various delivery systems, programs and interventions and disaggregates data to determine program effectiveness on various student populations. clearly articulates the strengths, weaknesses and implications of the school counseling components, interventions, and activities based on data analysis to school staff and administration. analyzes individual, group, and grade level data changes that demonstrate student needs and growth related to the school counseling program and offers recommendations to school staff and administration. analyzes process data to identify gaps in delivery systems and domains to establish goals and create a more balanced has a limited system in place for data collection and analysis. analyzes few data sources to determine program effectiveness on various student populations. articulates the strengths, weaknesses and implications of the school counseling components, interventions, and activities based on data when prompted by administration. analyzes individual, group, and grade level data changes that demonstrate student needs and growth related to the school counseling incorrectly analyzes process data to identify gaps in delivery systems and domains to establish goals and create a more balanced does not have a system in place for data collection and analysis. does not analyze various delivery systems, programs and interventions and disaggregates data to determine program effectiveness on various student populations. does not clearly articulates the strengths, weaknesses and implications of the school counseling components, interventions, and activities based on data analysis to school staff and administration. does not analyze individual, group, and grade level data changes that demonstrate student needs and growth related to the school counseling does not analyze process data to identify gaps in delivery systems and domains to establish goals and create a more balanced Standard 3 (3A2) Definitions: Delivery system. The means around which the counseling program is organized and delivered; includes four components: guidance curriculum, individual student planning, responsive services, and system support. Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Process data. Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than the results from the activities. Domains. Broad areas of knowledge and skills base that have been divided into three broad standard areas: academic, career, and personal/social that promote and enhance the learning process through a school-wide guidance and counseling 45

50 Function 3B: PROGRAM COMPLETENESS The professional school counselor evaluates the degree to which the school counseling program is implemented and aligns to West Virginia Board of Education Policy. Indicator 3B1 - Conducts Program Audit - The professional school counselor conducts the program audit to determine program completeness and guide continuous program improvement. Standard 3 (3B1) annually completes the program audit in collaboration with all stakeholders and presents the generated report at an annually scheduled meeting. shows clear evidence of program components outlined in program audit through multiple sources (daily logs, master calendars, quarterly reports, lesson plans, school schedules, website, etc.) proactively works with stakeholders to improve program components that were identified as incomplete in the program audit and evaluates the revision. annually completes the program audit in collaboration with school staff and administration and shares with all stakeholders. provides clear evidence of program components as outlined in the program audit. proactively works with school leadership to improvement program components that were identified as incomplete in the program audit. annually completes a program audit in isolation of others and when prompted, shares results with the school principal. provides limited evidence program components identified in the program audit. works in isolation to improvement program components that were identified as incomplete in the program audit. does not complete the annual program audit in collaboration with school staff and administration and shares with all stakeholders. does not provide clear evidence of program components as outlined in the program audit. does not work with school leadership to improvement program components that were identified as incomplete in the program audit. Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Program audit. A program audit refers to the assessment of the school counseling program on the components of the American School Counselor Association National Model; the primary purpose for collecting information is to guide future action within the program and to improve future results for students. 46

51 Function 3B: PROGRAM COMPLETENESS The professional school counselor evaluates the degree to which the school counseling program is implemented and aligns to West Virginia Board of Education Policy. Indicator 3B2 - Documents Program Components - The professional school counselor maintains documented evidence of the implemented components of the school counseling annually develops a portfolio or a comprehensive compilation of documents that elaborates on all components of the comprehensive school guidance and counseling program (foundation, management system, accountability, curriculum scope and sequence, resources, and delivery system). provides a detailed plan and complete documentation of the school counseling program through multiple sources (i.e. web pages, lesson plans, resource links, protocols, calendars, logs, counseling tools, and school-specific forms). In collaboration with all stakeholders, uses multiple data sources, such as program data, perception data, and process data, to set annual program goals to drive continuous program improvement. annually archives program data to show longitudinal trends and document program growth and shares with stakeholders. provides clear documentation in reference to all components of the comprehensive school guidance and counseling program (foundation, management system, accountability, curriculum scope and sequence, resources, and delivery system). provides documentation of the school counseling program through multiple sources (i.e. web pages, lesson plans, resource links, protocols, calendars, logs, counseling tools, and school-specific forms). in collaboration with school staff and administration, uses program data to set annual program goals to drive continuous program improvement. annually archives program data to show longitudinal trends and document program growth and shares with school staff and administration. provides a basic outline of the comprehensive school guidance and counseling program that provides monthly highlights. provides limited documentation of the school counseling program through few sources (i.e. web pages, lesson plans, resource links, protocols, calendars, logs, counseling tools, and school-specific forms). uses program data to set annual program goals to drive continuous program improvement. archives program data, when prompted, to show longitudinal trends and document program growth. does not provide clear documentation in reference to all components of the comprehensive school guidance and counseling program (foundation, management system, accountability, curriculum scope and sequence, resources, and delivery system). does not provide documentation of the school counseling program through multiple sources (i.e. web pages, lesson plans, resource links, protocols, calendars, logs, counseling tools, and school-specific forms). in collaboration with school staff and administration, uses program data to set annual program goals to drive continuous program improvement. does not annually archive program data to show longitudinal trends and document program growth and share with school staff and administration. Standard 3 (3B2) Definitions: Comprehensive school guidance and counseling Consists of a structured program that is an integral part of the total educational program that helps every student acquire the skills, knowledge and attitudes in the areas of academic, career and personal/social development that promotes academic achievement and meets developmental needs. Results data. Outcome data; how students are measurably different as a result of the Perception data. These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held, or competencies achieved. Process data. Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than the results from the activities. 47

52 Standard 4: Leadership and Advocacy The professional school counselor assumes a leadership role in advocating for student and program success. Function 4A: STUDENT ADVOCACY The professional school counselor advocates for the success of all students. Indicator 4A1 - Promotes Equity and Access - The professional school counselor collaborates with administrators and teachers to promote equal access to programs for all students. Standard 4 (4A1) advocates for the success of all students by promoting equity and access to curriculum, programs, services, and resources and uses data to challenge assumptions of academic ability that are based on stereotypes of students, parents, and staff members cultural, racial, ethnic, or economic background. educates all stakeholders about school and community programs, services, and resources that contribute to student success and leads a structured process to seek stakeholder involvement in order to create new opportunities for students with diverse abilities and needs. works with administration and staff to identify individual student needs, modifications, interventions, programs, and resources and collaborates with others, either within the school or with outside agencies, to maximize equity and ensure student success. advocates for the success of all students by promoting equity and access to curriculum, programs, services, and resources. educates stakeholders about school and community programs, services, and resources that contribute to student success. works with administration and staff to identify individual student needs, modifications, interventions, programs, and resources that maximize equity and student success. seeks information about student rights and advocates for policies and practices that support student well being. advocates for the success of some students by promoting equity and access to curriculum, programs, services, and resources. provides limited education to stakeholders about school and community programs, services, and resources that contribute to student success. works in a limited capacity with administration and staff to identify individual student needs, modifications, interventions, programs, and resources that maximize equity and student success. stays informed of student rights/needs and follows policies and practices that support student well being. does not advocate for the success of all students by promoting equity and access to curriculum, programs, services, and resources. does not educate stakeholders about school and community programs, services, and resources that contribute to student success. does not work with administration and staff to identify individual student needs, modifications, interventions, programs, and resources that maximize equity and student success. does not stay informed of student rights and needs or provide advocacy for policies and practices that support student well being. methodically seeks information about student rights and schoolwide and advocates for and champions the creation and updating of policies and practices that support student well being. Definitions: Advocates. refers to the active support of causes, ideas or policies that promote and assist student academic, career, personal/social needs. One form of advocacy is the process of actively identifying under-represented students and supporting them in their efforts to perform at their highest level of academic achievement. Another form is consulting and attending meetings and supporting the rights/needs of students. Educates. refers to providing trainings, handouts, web-based information, attending meetings to present relevant information, etc. Stakeholder. any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 48

53 Function 4A: STUDENT ADVOCACY The professional school counselor advocates for the success of all students. Indicator 4A2 - Analyzes Practice - The professional school counselor promotes, leads, and engages in school-wide efforts to increase student success and well-being. identifies problems and barriers at the school, county and state level that impedes student success and well-being and collaborates with stakeholders to eliminate barriers and/or solve problems. champions the review process of policies, regulations and practices with all stakeholders and formulates an action plan that promotes the success and well-being of students.. in collaboration with all stakeholders, leads efforts to identify, design, develop, and implement new or improve current school-wide initiatives that contribute to student success and well-being. identifies barriers to student success at the school and county level that impedes student success and well-being and discusses concerns with school and district leaders. systematically reviews policies, regulations and practices with administration and makes recommendations for changes that promote the success and well-being of students. makes recommendations to the administration and actively engages in new school-wide initiatives that contribute to student success and well-being. Definitions: Champions. Leads to efforts to affect positive change. identifies barriers to student success at the school or county that impedes student success and well-being sporadically reviews policies, regulations and practices with administration to promote student success and wellbeing. engages in new schoolwide initiatives that contribute to student success and wellbeing as directed by administration. does not identify barriers to student success at the school and/or county level that impedes student success and well being does not review policies, regulations and practices with administration or make recommendations for changes that promote the success and wellbeing of students. does not make recommendations for and/or actively engage in new school-wide initiatives that contribute to student success and well-being Standard 4 (4A2) 49

54 Function 4B: FACILITATES TRAINING The professional school counselor facilitates appropriate training for stakeholders and staff related to School Counseling Program mission. Indicator 4B1 - Shares Professional Expertise - The professional school counselor collaborates with others to involve parents with their children s education and shares professional expertise to support student success. Standard 4 (4B1) leads the effort to collaborate with all stakeholders and formulates an action plan to involve parents in their child s education. designs, develops, and implements an ongoing training program to build the capacity of parents to better engage in their child s education. designs, develops, and implements a comprehensive ongoing training program for parents and stakeholders on academic, career, and personal/ social development topics relevant to the school counseling leads collaborative efforts with a wide variety of community groups (e.g. faith based organizations, 4-H, Scouts) to design, develop, and implement programs at civic and other community events, making training more accessible to parents. collaborates with stakeholders to involve parents in their child s education. assumes a leadership role in developing and providing an ongoing training program to build the capacity of parents to better engage in their child s education. provides ongoing training for parents and stakeholders on academic, career, and personal/ social development topics relevant to the school counseling collaborates with several community groups (e.g. faith based organizations, 4-H, Scouts) to provide training at civic and other community events, making training more accessible to parents. uses 21st Century engaging media to attract larger audiences and make information available on an ongoing basis. collaborates with administration and staff to involve parents in their child s education. provides a limited training program to build the capacity of parents to better engage in their child s education. provides limited training for parents and stakeholders on academic, career, and personal/ social development topics relevant to the school counseling collaborates with a limited number of community groups (e.g. faith based organizations, 4-H, Scouts) to provide training at civic and other community events, making training more accessible to parents. uses traditional methods of media to make information available on an ongoing basis. does not collaborate with stakeholders to involve parents in their child s education. does not provide an ongoing training program to build the capacity of parents to better engage in their child s education. does not provide training for parents and stakeholders on academic, career, and personal/social development topics relevant to the school counseling does not collaborate with community groups (e.g. faith based organizations, 4-H, Scouts) to provide training at civic and other community events, making training more accessible to parents. does not use 21st Century engaging media and only seldom uses traditional media to attract audiences and make information available on an ongoing basis. designs materials/ resources and uses 21st Century engaging media to attract larger audiences and make information available on an ongoing basis. Definitions: Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 21st Century Engaging Media. interactive electronic media, PowerPoint, Websites, Webinars, etc. Traditional methods. lecture, printed handouts and newsletters, worksheets, etc. 50

55 Function 4B: FACILITATES TRAINING The professional school counselor facilitates appropriate training for stakeholders and staff related to School Counseling Program mission. Indicator 4B2 - Shares with Colleagues - The professional school counselor shares his/her professional expertise to create an inclusive cohort of colleagues who support the success of all students through the school counseling program and other school services and programs. systematically shares his/her professional expertise and assumes a leadership role in developing shared responsibility for the school counseling program in order to create an inclusive cohort of colleagues who support the success of all students through an enhanced comprehensive designs, develops, and implements staff development and informally shares professional expertise as needed to gain support and understanding of the school counseling seeks input from all stakeholders to fulfill staff professional development needs and builds a comprehensive program related to the school counseling program in order to support student success. seeks ways to hare his/her professional expertise in order to create an inclusive cohort of colleagues who support the success of all students through the school counseling program and other school services and programs. leads staff development and informally shares professional expertise as needed to gain support and understanding of the school counseling seeks input from stakeholders to fulfill staff professional development needs related to the school counseling program in order to support student success. shares his/her professional expertise, only when asked, in order to create an inclusive cohort of colleagues with the share mission of supporting student success through enhance delivery of academic, career, and personal/ social development standards. participates in staff development and when asked by others, informally shares professional expertise to gain support and understanding of the school counseling seeks input from staff to fulfill staff professional development needs related to the school counseling program in order to support student success. does not share his/her professional expertise in order to create an inclusive cohort of colleagues who support the success of all students through the school counseling program and other school services and programs. does not lead staff development or informally share professional expertise as needed to gain support and understanding of the school counseling does not seek input from all stakeholders to fulfill staff professional development needs related to the school counseling program in order to support student success. Standard 4 (4B2) Definitions: Comprehensive school guidance and counseling Consists of a structured program that is an integral part of the total educational program that helps every student acquire the skills, knowledge and attitudes in the areas of academic, career and personal/social development that promotes academic achievement and meet developmental needs. Stakeholder. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. 51

56 Function 4C: PROGRAM ADVOCACY The professional school counselor advocates for and promotes the comprehensive School Counseling Program Indicator 4C1 - Exhibits High Expectations - The professional school counselor exhibits high expectations for all students in daily practices and procedures of the school counseling Standard 4 (4C1) seeks input from all stakeholders to identify expectations for all students and collaborates to builds a comprehensive program which addresses daily practices and procedures of the school counseling designs and develops a system of evaluation to determine the outcomes of the set expectations and collaborates with stakeholders to revise the expectations as needed. seeks input from all stakeholders to identify expectations for all students in daily practices and procedures of the school counseling utilizes a system of evaluation to determine the outcomes of the set expectations and revises as needed. seeks input from staff to identify expectations for all students in daily practices and procedures of the school counseling utilizes a system of evaluation to determine the outcomes of the set expectations. does not seek input from stakeholders to identify expectations for all students in daily practices and procedures of the school counseling does not utilize a system of evaluation to determine the outcomes of the set expectations. 52

57 Function 4C: PROGRAM ADVOCACY The professional school counselor advocates for and promotes the comprehensive School Counseling Program Indicator 4C2 - Champions Support - The professional school counselor champions support of the school counseling champions support of the school counseling program by designing, developing, and implementing a communication plan which utilizes 21st century engaging media and includes stakeholders at both the school and community level. systematically seeks opportunities to increase parent/ community/school connections by leading a collaborative effort with stakeholders to plan school and communitysponsored activities and in order to champion the school counseling in collaboration with stakeholders, designs, develops, and implements a variety of programs to create awareness and encouraging parents and community members to participate in the school counseling program activities. consistently communicates with and builds an extensive network of support for the program through school and community fairs and other relevant collaborations with businesses and postsecondary institutions to enhance school/ community relationships. champions support of the school counseling by frequently communicating with stakeholders at both the school and community level through the use of 21st century engaging media. seeks opportunities to increase parent/ community/school connections by actively participating in school and community sponsored activities in order to champion the school counseling plans a variety of programs and activities for stakeholders to create awareness and champion support of various school counseling programs and activities. builds a functional network of support of the counseling program through collaborations with school business partners and postsecondary institutions to enhance school/ community relationships. makes limited attempts to champion support of the school counseling by communicating with stakeholders at both the school and community level through the use of 21st century engaging media. attends required community/school functions and hosts traditional school counseling program activities that engages the community (career days, parent nights, etc.). plans a program and/ or activity when asked to create awareness and champion support of various school counseling programs and activities. has a limited network of support of the counseling program through collaborations with school business partners and post-secondary institutions to enhance school/community relationships. does not champion support of the school counseling by frequently communicating with stakeholders at both the school and community level through the use of 21st century engaging media. does not seek opportunities or participate in school or community- sponsored activities in order to champion the school counseling does not plan a variety of programs and activities for stakeholders to create awareness and champion support of the school counseling does not have a functional network of support for the counseling program through collaborations with school business partners and post-secondary institutions to enhance school/community relationships. Standard 4 (4C2) Definitions: Champions - Leads to efforts to affect positive change. 21st Century Engaging Media - interactive electronic media, PowerPoint, Websites, Webinars, etc. Stakeholder - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Variety of programs - such as parent workshops, parent education classes, guest lectures, career presentations and programs, student award and recognition programs, and special community presentations. Extensive Network of Support other education professionals, civic, community, military personnel, post-secondary institutions, businesses, faith-based organizations, and local state and national agencies. 53

58 Function 4C: PROGRAM ADVOCACY The professional school counselor advocates for and promotes the comprehensive School Counseling Program Indicator 4C3 - Contributes to Strategic Plan - The professional school counselor contributes to the school s strategic planning. Standard 4 (4C3) is an active member of the school s strategic planning team, and collaborates and consults in the development of the strategic plan. as a member of the strategic planning team, collaborates with all stakeholders to assure that the school counseling program is aligned with promotes school counseling program by setting and sharing annual goal(s) that align with relevant components of the school s strategic plan, in collaboration with administration and advisory council, and meets action plan related to the goal(s). actively seeks ways to provide input in the development of the school s strategic plan and accesses and reads the school s strategic plan. actively seeks to collaborate with the strategic planning team to assure that the school counseling program included in and is aligned with the strategic plan goals. sets at least one annual goal that align with relevant components of the school s strategic plan and meets action plan related to the goal and promotes attainment of goal. provides input in the development of the school s strategic plan per request and knows how to access the school s strategic plan. collaborates with the strategic planning team per request to assure that the school counseling program is aligned with the strategic plan goals. sets at least one annual goal that align with relevant components of the school s strategic plan and makes some progress towards meeting goal. does not participate in the development of the strategic plan and does not know how to access and has not read the school s strategic plan. does not collaborate with the strategic planning team to assure that the school counseling program is aligned with the strategic plan goals. does not set or complete annual goals that align with relevant components of the school s strategic plan. 54

59 Standard 5: Professional Growth and Responsibilities The professional school counselor assumes responsibility for his/her professional growth and the growth of the school counseling profession. Function 5A: KNOWLEDGE AND SKILLS The professional school counselor enhances knowledge and skills to advance professional practice. Indicator 5A1 - Professional Growth - The professional school counselor engages in continuous professional growth and improvement and promotes professional growth for professional colleagues. continually self appraises knowledge, skills and practices and seeks input from stakeholders and ensure distinguished alignment with the WV School Counselor Performance Standards and indicators. models a high level of professional, upto-date 21st Century practices, seeks to mentor others, and seeks to support the professional growth of colleagues. seeks advanced certifications to obtain the highest recognized credentials recognized in the counseling field. completes a bi-annual self assessment to determine performance levels utilizing the WV School Counselor Performance Standards rubrics. sets appropriate goals and participates in professional development to address identified weaknesses, as well as, to support the school s strategic plan. assists colleagues in identifying professional growth goals and supports attainment of these goals. completes a minimal self assessment to determine alignment with the WV School Counselor Performance Standards. sets professional development goals as recommended by administration. participates in appropriate professional development and shares new knowledge and skills with colleagues on a limited basis when prompted by administration. does not set goals based on identified areas unless directed by administration. does not establish a professional development plan to ensure growth in areas of weakness. attends professional development activities as required by administration, but does not share new knowledge/skills. Standard 5 (5A1) 55

60 Function 5A: KNOWLEDGE AND SKILLS The professional school counselor enhances knowledge and skills to advance professional practice. Indicator 5A2 - Professional Development - The professional school counselor collaborates and consults with other school counselors to share best practices and uncover solutions to problems. seeks opportunities to work with other school counselors to both share and learn best practices. confers with other school counselors, administrators, and knowledgeable stakeholders when faced with a problem to come up with a best case resolution. seeks opportunities to work together with other school counselors to learn best practices. confers with other school counselors, administrators, and knowledgeable stakeholders when faced with a problem to come up with a best case resolution. minimally communicates with other school counselors to learn best practices. confers with administration when faced with a problem to come up with a best case resolution. does not confer with others to either share or learn best practices. deals with problems in isolation, without seeking input from others on solutions to the problems. shares proven solutions to recurring problems with others to enhance consistency within the profession. Standard 5 (5A2) 56

61 Function 5B: LEGAL AND ETHICAL PRACTICES The professional school counselor adheres to professional ethical standards, policies and laws in conduct and practices. Indicator 5B1 - Professional Conduct - The professional school counselor demonstrates high ethical standards including honesty, integrity, fairness, and respect for others. keeps a copy of the ASCA standards in their office, and demonstrates clear and convincing working knowledge of ethical standards in daily practice. participates in ethics workshops, online seminars and reviews literature in order to assess his/her own ethical practices and makes necessary adjustments to align practices with ethical standards. is able to recognize and report ethical concerns using proper protocol. behaves in an ethical manner and consults colleagues when an ethical dilemma occurs, if needed, to assure ethical compliance. keeps a copy of the ASCA ethical standards in the office, and demonstrates a working knowledge of ethical standards in most areas. participates in ethics workshops, online seminars and reviews literature in order to assess their own ethical practices and make necessary adjustments to align practices with ethical standards. models positive, appropriate interactions with others. keeps a copy of the ASCA ethical standards readily available and can reference appropriate standards when requested. seeks to increase knowledge about school counseling ethics. attempts to apply sound ethical judgment in daily practice. interacts positively and professionally with students, parents, and staff. does not articulate an awareness of ethical standards does not attend ethics training or seek to update knowledge. fails to use ethical standards to guide practice. cannot readily locate ethical guidelines to support beliefs and actions. exhibits poor, negative or inappropriate or inappropriate relationships. makes little or no effort to interact with colleagues and stakeholders and minimally interacts with students. models positive and appropriate interactions with all stakeholders and encourages replication from others. Standard 5 (5B1) 57

62 Function 5B: LEGAL AND ETHICAL PRACTICES The professional school counselor adheres to professional ethical standards, policies and laws in conduct and practices. Indicator 5B2 - Policy Alignment - The professional school counselor ensures that program practices align with current state and federal policies and laws. continually assesses program practices and adjusts them to align with current county, state and federal policies. provides professional development to students, staff and families to keep them abreast of changes that affect them related to the school counseling continually examines policy county, state and federal policies, development and adjusts program practices accordingly. makes relevant program and changes practices based on policy change and informs students, families, and staff of any program and practice changes. considers county, state and federal policies when examining program practices. makes program and practices changes in reflection of awareness of policies change. does not consider county, state and federal policies when examining program practices. Does not make program or practice changes based on policy changes. Standard 5 (5B2) 58

63 Function 5C: GROWTH OF PROFESSION The professional school counselor contributes to the growth of the school counseling profession. Indicator 5C1 - Participates in professional organizations - The professional school counselor participates in professional school counseling organizations. has an active leadership role in the county, state and/ or national school counseling professional organization(s). regularly participates in leadership meetings and planning of professional development and resource development for school counselors. actively participates in committees focused on improving the school counseling profession. Models ethical leadership, mentors others, and supports leadership involvement and growth of peers. is an active member of a local professional school counseling network. continually networks and shares best practices through appropriate committees within the county and or state school counseling professionals. participates in local and/or state meetings or professional development events that support and improve practice mentors novice colleagues or others who face challenges in order to build local and state collegiality. provides limited evidence of awareness of issues being addressed by professional counseling organizations. minimally shares best practices attends at least one annual meeting of a professional school counseling organization. seeks mentoring in areas of weakness is not associated with a professional school counseling organization. provides no evidence of awareness of professional issues being addresses by counseling organizations. does not attend meetings or conferences unless required by administration. Does not provide or seek mentoring or contribute to professional organization growth. Standard 5 (5C1) 59

64 Function 5C: GROWTH OF PROFESSION The professional school counselor contributes to the growth of the school counseling profession. Indicator 5C2 - Leadership Role - The professional school counselor assumes a leadership role at the school, county, and state level in order to advance the growth of school counseling programs and the profession. Standard 5 (5C2) actively seeks opportunities to participate in activities that significantly impact the growth of the school counseling profession on a local, state or national level. takes a lead at the local level by advocating for and/or organizing school counseling programmatic level team meetings and county counselor meetings. mentors peers (i.e. via peer review) to improve practices. contributes to policy development and reviews on a local/ state/ or national level. leads program and policy development on a local/state/ or national level that enhance the profession. creates opportunities for professional development on a local/state/national level. actively displays investment in the school counseling profession by sharing best practices and techniques and by participating in initiatives that contribute to the growth of the profession. regularly provides professional development at the school county and state level. attends/advocates for professional networking opportunities (i.e. joint planning meetings, county counselor meetings, and programmatic level team meetings) reviews and recommends policy development and changes at the local level, that promotes school counseling best practices). participates in local networking opportunities. Informally shares best practices and learns about best practices from others. provides professional development to educate others about the role of the school counselor and the profession at the local level. does not participate in activities or share expertise in ways that promote or grow the school counseling profession. 60

65 Standards for High Quality Schools Standard 1: Positive Climate and Cohesive Culture In high quality schools, the staff shares sound educational beliefs and values, establishes high expectations and creates an engaging and orderly atmosphere to foster learning for all. Function A: Shared Beliefs and Values The staff works collaboratively around a set of shared educational beliefs and values and uses these to intentionally shape the school s climate and culture. Function B: High Expectations for All The staff establishes high expectations for self and student that are written, clearly communicated and readily observed in educational practice and personal behavior. Function C: Safe, Orderly and Engaging Environment The school environment is safe, well-managed and clean and contributes to an engaging and inclusive atmosphere for learning. Standard 2: School Leadership In high quality schools, the principal fosters and develops distributed leadership among staff, students, and stakeholders in order to focus collective action for improved school performance. Function A: Principal Leadership The principal exhibits the professional knowledge, skills and dispositions that reflect strong leadership and effective management. Function B: School Teams and Councils The school teams and councils function effectively to advance the mission and goals of the school through leadership, planning and problem-solving. Function C: Teacher Leadership Teachers assume responsibility for school and classroom improvement and are provided authentic opportunities and resources to lead and influence professional practice. Function D: Student Leadership Students are engaged in age-appropriate leadership opportunities that develop self-direction and a sense of responsibility for improving self, school and community. 61

66 Standard 3: Standards-Focused Curriculum, Instruction and Assessments In high quality schools, the staff delivers a standards-focused curriculum that enhances the unique qualities of each learner and assures that all students attain the essential knowledge, skills and dispositions necessary in the global, digital age. Function A: Classroom Learning Environment Teachers create and manage an inviting classroom environment that is studentcentered and fosters student reflection, intellectual inquiry and self-direction. Function B: Standards-Focused Curriculum Teachers implement a standards-focused curriculum aligned with the 21st Century Content Standards and Objectives for West Virginia Schools and the 21st Century Learning Skills and Technology Tools. Function C: Instructional Planning Teachers design long and short term instructional plans for guiding student mastery of the Content Standards and Objectives based on the needs, interests and performance levels of their students. Function D: Instructional Delivery Teachers facilitate engaging instructional experiences that enhance individual student progress in mastery of the curriculum using multiple strategies, appropriate assessments, learning resources, digital tools and processes aligned with instructional targets. Standard 4: Student Support Services and Family/ Community Connections In high quality schools, the staff places student well-being at the forefront of all decisions, provides support services to address student physical, social/emotional and academic growth, and forms positive connections to families and the community. Function A: Positive Relationships Positive relationships exist between the school staff and the students, families and the larger community. Function B: Student Personal Development The school staff attends to student physical, social-emotional and academic wellbeing through coordinated student support services for health, child nutrition, character education, guidance and counseling, special education and English second language. Function C: Parent and Community Partnerships The school staff forms partnerships with various community agencies and organizations to enhance the ability to meet the needs of all students. 62

67 Standard 5: Educator Growth and Development In high quality schools, staff members participate in processes of self reflection, collaboration and evaluation that lead to professional growth and development in order to impact student learning. Function A: Professional Development The staff engages in continuous learning opportunities for professional growth designed to improve school and classroom practice. Function B: Teacher Collaboration The teachers participate in high functioning professional learning communities to collaborate on the improvement of student learning through the study of relevant data, problem analysis and the implementation of strategies that improve instructional practice. Function C: Evaluation, Feedback and Support The staff participates in processes of evaluation that facilitate self-reflection and informs the process of professional growth. Standard 6: Efficient and Effective Management In high quality schools, efficient and effective management procedures assure that facilities, fiscal resources, personnel, and data and technology systems add value to student learning and comply with law and policy. Function A: Facilities Facilities are clean, well maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students. Function B: Fiscal Resources Policies and processes are established and applied to obtain, allocate and efficiently manage school fiscal resources. Function C: Personnel High quality personnel are selected according to West Virginia Code and are purposefully assigned and retained to effectively meet the identified needs of students. Function D: Data, Information Systems, Technology Tools and Infrastructure The school has appropriate technology infrastructure and utilizes data information systems and technology tools to support management, instructional delivery and student learning. Standard 7: Continuous Improvement In high quality schools, there is collective commitment to collaboratively identify, plan, implement, monitor, evaluate, and communicate the changes necessary to continuously increase student learning. Function A: Focused and Coherent Plan The staff establishes a coherent approach for improving the performance of students based on the mission and goals outlined in the strategic plan. Function B: Processes and Structures The staff has well-defined structures for building professional relationships and processes necessary to collaboratively engage all stakeholders in actions to increase student learning. Function C: Monitoring for Results The staff monitors changes in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all stakeholders. 63

68 WVDE Professional School Counseling Glossary 21st Century School Counseling Program: A school counseling program that is aligned with the ASCA National model, that is data-driven, is standards-based, uses current technologies and engaging instructional and communication practices, is highly ethical, creates equity and access for all students, and consistently imparts 21st Century knowledge and skills preparing all students for maximum success in a 21st Century Global world. Accountability. Responsibility for one s actions, particularly for objectives, procedures, and results of one s work and program; involves an explanation of what has been done. Responsibility for counselor performance, program implementation, and results. Accountability system. a system that measures the effectiveness of school counselor practices and activities and the completeness of the program to include: the school counselor performance standards, evaluation system including a self appraisal and goals to drive continuous improvement, results reports, and the program audit. Action plan. How the counselor, or others, intend to achieve the desired result or competency; items in an action plan include domain, standard and competency, actual activity and curriculum, time of completion of activity, data used, means of evaluation, and the expected result for the student(s). Advisory council. An advisory council is a representation group of the school and community appointed to audit the school counseling program goals and to make recommendations to appropriate regarding program priorities; may be an existing team that spends two meetings per year focusing on evaluating and making recommendations for the school counseling Advocacy. Advocacy refers to the active support of causes, ideas or policies that promote and assist student academic, career, personal/social needs. One form of advocacy is the process of actively identifying under-represented students and supporting them in their efforts to perform at their highest level of academic achievement. Articulation. A process of coordinating the linking of two or more educational systems within a community. Artifacts. Documents or other tangible evidence that may be included in a portfolio or used to substantiate school counselor performance. At-risk students: describes children who are potentially in a harmful or less than optimal situation where school, family or personal barriers may contribute to poor school performance or dropping out. Best practices: indicates that counselors have consistently used these practices and received desired outcomes 64

69 Career development. A structured, ongoing process to assist students develop knowledge about careers and a plan to acquire necessary skills and attitudes for successful transition from school to work or post-secondary training or education. Champions. Leads to efforts to affect positive change. Closing the gap. Refers to the difference in achievement levels generally between privileged students and students of color or low socioeconomic status. Collaboration: A partnership where two or more individual or organizations actively work together on a project or problem. Competencies. Statements that define the specific knowledge, attitudes, and skills students should obtain. Collaboration. Collaboration is a partnership in which two or more individuals or organizations actively work together on a project or problem. Comprehensive school guidance and counseling curriculum. Consists of structured developmental lessons designed to assist students in achieving the competencies and is presented systematically through classroom and group activities in grades Pre-K-12. Comprehensive school guidance and counseling Consists of a structured program that is an integral part of the total educational program that helps every student acquire the skills, knowledge and attitudes in the areas of academic, career and personal/social development that promotes academic achievement and meet developmental needs. Consultation. Consultation refers to a process in which counselors consult with parents or guardians, teachers, other educators and community agencies regarding strategies to help students and families. School counselors serve as student advocates. Counseling. Counseling refers to a special type of helping process implemented by a professionally trained and certified person, involving a variety of techniques and strategies that help students explore academic, career and personal/social issues impeding healthy development or academic progress. Counseling-related administrative activities. These activities include: developing and implementing counseling-related events such as orientation and transition programs, financial aid workshops, career and college planning processes, developmental guidance activities, preventive-focused programs and other student-centered activities; writing letters of recommendation; and coordinating with appropriate school officials to assure the maintenance of student records. Counseling activities of a clerical nature such as data entry, the filing of student records and forms, and the duplication of documents and materials for distribution when combined with counseling-related administrative activities, should not exceed more than 25% of the counselor s time. 65

70 Course rigor: indicates the level of intensity of a course and may include higher level courses such as AP, IB, or Honors to prepare students for higher success levels. Crisis counseling. Crisis counseling provides prevention, intervention and follow-up. Counseling and support are provided to students and families facing emergency situations. Such counseling is normally short term and temporary in nature, and usually results in a referral made to appropriate community resources. School counselors may provide a leadership role in the school district s crisis intervention team process. Crosswalk (ASCA National Standards). A matrix used in standards and curriculum alignment. The matrix lists all standards, competencies, and indicators; it makes the alignment visible by showing specifically where each competency is taught developmentally by grade or within a guidance lesson. Data-driven. Decisions concerning future action that are based on information, survey reports, assessments, statistics, or other forms of data. Delivery system. The means around which the counseling program is organized and delivered; includes four components: guidance curriculum, individual student planning, responsive services, and system support. Developmental counseling School counseling curriculum based on the developmental age of the student and conducted on a regular and planned basis to assist students in achieving specified competencies. Differentiated instruction: uses different types of instructional practices to capture the attention of and effectively teach according to skill and ability level. Direct services. Involves direct contact with students and include: individual counseling, small group counseling, classroom guidance, school-wide activities, and school team meetings in which the student is present. Disaggregated data. Data separated into component parts by specific variables such as ethnicity, gender, grade level, and socioeconomic status. Domains. Broad areas of knowledge and skills base that have been divided into three broad standard areas: academic, career, and personal/social that promote and enhance the learning process through a school-wide guidance and counseling Early identification: a systemic, structured process in which schools identify struggling students early and refer for screening or support services. Equity and Access: a process to ensure that all student have equal access to relevant programs, courses, resources, and activities regardless of ethnicity, social class, family background, ability, or gender. Engaging: uses a variety of instructional methods that are appealing and hold the attention of students, inspiring them to want to learn. 66

71 Evidence and Measures: documentation that counselors gather as proof of performance level they identify during a self appraisal to share with evaluators to substantiate their level of performance. Foundation. Includes the beliefs, philosophies, mission, domains, and ASCA National Standards and competencies. Goals. The extension of the mission statement; they provide the desired student results to be achieved by the time the student leaves the school system. Group counseling. Counseling is provided in a small group for students experiencing similar difficulties with issues that interfere with school and life success and may include: relationships, grief, anger management, study skills, personal concerns or normal developmental tasks. Small group counseling provides structured opportunities for students to learn from each other and the group leader to identify problems, causes, examine choices and possible consequences. Such counseling is normally short term in nature. When necessary, referrals are made to appropriate school and community resources. Group counseling lessons are available at wvde.state.wv.us/counselors/group-lessons.html. Guidance curriculum. Consists of structured developmental lessons designed to assist students in achieving the academic, career, and personal/social competencies and is presented systematically through school-wide, classroom, and group activities in grades Pre-K-12. The purpose of the guidance curriculum is to provide all students the knowledge and skills appropriate for their developmental levels And usually delivered using a collaborative model involving the school counselor, classroom teachers and other appropriate education professionals. Multiple guidance curriculums can be found on the West Virginia School Counseling website: counselors/guidance-curriculum.html. Inappropriate school counseling activities. Any activity or duty not related to the development, implementation, or evaluation of the counseling Indicator. Measurable evidence that individuals have abilities, knowledge, or skills for a specific competency. Indirect services. Are directly related to planning, designing and implementing the school counseling program and include the management of resources, consultation, collaboration and teaming, advocacy and the coordination of services Individual counseling. Counseling is provided on an individual basis for students expressing difficulties that are interfering with school success and may include: school concerns, family issues, relationships, academic, personal or behavioral concerns or normal developmental issues. Individual counseling helps students identify problems, causes, alternative and possible consequences in order for appropriate action to be taken and is normally short term in nature. When necessary, referrals are made to appropriate community resources. 67

72 Individual planning with students. The individual planning component consists of school counselors coordinating ongoing systemic activities designed to assist the individual student in establishing personal goals and developing future plans. Counselor activities with students include: goal setting, career planning, and individual student academic program planning, including course selection and the interpretation and application of assessment information in a meaningful way to guide academic program planning. Individual planning with students assumes parental and other school staff involvement, and personalizes the educational experience by helping students set goals and develop pathways to realize academic, career and personal/social aspirations. Individual student academic plan: In grades PK-7 academic plans refer to both an informal document and more formal documents (IEP, 504) that are developed in process involving the student, his/her teacher(s), and the parent to ensure the student has an academic plan that reflects early career goals and abilities. In grades 8-12 the academic plan refers to both IEPs and 504s and the formal Individual Student Transition Plan (ISTP) that is initially developed in the 8th grade (two-year plan) and includes selection of a career cluster and a post-secondary pathway, updated in the 9th and again formally revised in the 10th grade to include a career concentration and updated post-secondary pathway and is updated again in the 11th and 12th grade to reflect any academic or career changes. Leadership. Capacity or ability to guide others; counselors use their leadership skills in their department and in their advocacy role. Management agreement: A statement of responsibility negotiated between the principal and counselor that includes office organization, how a program is carried out, and accountability criteria and specific results. Management system: The management system addresses the allocation of resources to best address the goals and needs of the Individual staff responsibilities, accountability, and the cooperation among resource persons responsible for program results are outlined. Master calendar: A master calendar of guidance events is maintained by the school counseling staff and is distributed to teachers, students, and parents on a regular basis. Planning, visibility, and credibility are enhanced by effective use of a master calendar. Mission statement: A statement which outlines the purpose or vision of the school counseling It is the long-range desired outcome for students. This statement must be compatible with the stated purpose or mission of the school system within which the program operates. Non-counseling activities. These are described as any activity or duty not related to the development, implementation, or evaluation of the counseling 68

73 Parent: Anyone who has a legal right to be the custodial caretaker of the student. Peer facilitation. A technique in which counselors train students as peer mediators, conflict managers, tutors and mentors. Perception data: These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held, or competencies achieved. Performance appraisal. Assessment of agreed-upon goals, contributions to the school counseling program, and personal and professional characteristics. Specifies contract status recommendations and indicates summative evaluation of school counselor effectiveness. Performance evaluation. Assessment of school counselor practices and the level of guidance and counseling program implementation to determine strengths and weaknesses and drive a process of continuous improvement. Personal/social development: Maximizing each student s individual growth and social maturity in the areas of personal management and social interaction. Philosophy: A set of principles guiding the development, implementation, and evaluation of the Post secondary options: opportunities for students after high school: the workforce, military, vocational technical school, Two-year College, Four-Year College, Apprenticeship, etc. Prevention-based programs: programs that are designed to teach students the knowledge they need and provide the skills they need in order to address issues known to interfere with the learning process including bullying, harassment, substance abuse, mental health issues, depression, suicide, school violence, etc. Process data: Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than the results from the activities. Program: A coherent sequence of instruction based upon a validated set of competencies. Program audit. A program audit refers to the assessment of the school counseling program on the components of the American School Counselor Association National Model; the primary purpose for collecting information is to guide future action within the program and to improve future results for students. Program Components. Refers to school counseling program components and consists of the following systems: Foundation, Management, Delivery and Accountability. Program Evaluation. A process used by an individual or group to determine progress, completeness, or quality of the program aimed at ensuring a process of continuous improvement. 69

74 Program management. Activities that develop, monitor, and evaluate the implementation of the comprehensive school counseling Protocols: A set of best practices and recommended procedures designed to create uniformity in WV School Counseling Programs aimed at producing outstanding student outcomes Research-based: indicates that substantial studies have been conducted to substantiate the effectiveness of these practices. Responsive services. Consists of activities to meet students immediate needs and may be provided in a direct format through individual and group counseling, including crisis counseling, or indirectly through consultation, peer facilitation or outside referral. Frequently dominated by presenting student issues or school building, community and parental concerns, responsive services may address peer pressure, conflict resolution, family relationships, personal identity issues, grief and loss, suicide, child abuse, substance abuse, school dropout prevention and motivation and achievement concerns. Responsive for students with a severe crisis are usually short term and temporary in nature. Longer term crisis would involve referral to an appropriate school or community resources/agencies. Results. Demonstration of learning performance or behavioral change (grades, attendance, promotions, discipline, etc.) after guidance and counseling program participation. Results data. Outcome data; how students are measurably different as a result of the Results report: Written presentation of the outcomes of counseling program activities; contains process, perception, and outcome data. School counselors. Hold a school counseling certificate valid in West Virginia, are highly-qualified with a [minimum] master s-level degree. Professional school counselors addresses developmental needs of all students in the areas of academic, career, personal/social while at the same time, working collaboratively with educators, families, and the community. Sequential. Happens in a chronological order and the order of one item or activity may impact the outcome or level of success of another. Stakeholder. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership, parents, and community members and leaders. Standards. A broad set of statements that provide clear expectations for knowledge that define expectations for knowledge, skills, attitudes, and behaviors. Related to school counseling there are student standards, content standards, program standards, performance standards, and ethical standards. 70

75 Standards Based Program. A school counseling program that is based on core foundational standards including the student standards and the school counselor performance standards. Student standards for school counseling. West Virginia s student standards are aligned with the nine National Standards for School Counseling that are organized in three categories of student development: academic, career and personal/social. Each of the nine standards includes competencies that enumerate the desired student learning outcomes and define the specific knowledge, attitudes and skills that students should obtain or demonstrate as a result of participating in a school counseling Student supports: describes a set of behaviors and efforts the school counselor undertakes to support student success. Supports may involve: acquiring new knowledge and skills through professional development, consultation, collaboration and teaming, and program management, and operation activities that establish, maintain, and enhance relevant school-wide efforts and the total school counseling program Student support system. a structured school-wide system that is designed to involve school staff, families, and the community to personalize services based on student needs and provide a systemic approach to academic, career, and personal/social supports. Student support components. academic and behavioral supports, career development, school and community prevention programs, collaborative support teams, community collaborations. Systemic change. Change affecting the entire system; transformational change; change affecting more than an individual or series of individuals; focus of the change is upon the dynamic of the environment, not the individual. Use of data. An essential element to ensure that all students receive the benefits of a school counseling School counselors know how to evaluate data from their school site. Use of time log. West Virginia counselors may use the WV specific web-based school counseling log to determine distribution of time and assess alignment with recommended time usage according to the rubric in WVBOE Policy West Virginia Counseling Program Model. The WV model describes the expectations for school counselors, program components, describes best practices, and outlines a process for tailoring the model to meet the needs of individual West Virginia districts and schools. WV School Counseling Protocols: Best practice guides developed for WV School Counselors by WV counselors that can be found at 71

76 WV Programs of Study: West Virginia s Programs of Study require high school students to complete certain course requirements and impact a student s potential to graduate. These Programs of Study can be found at To keep up with changes frequently check this website WV Virginia School Counselor Standards Performance Rubrics: Rubrics designed to help counselors align their practices and their school counseling programs to achieve optimal student growth and success as a result of the school counseling 72

77 Standards Self Assessment and Evidence Form School Year Name: Year: School: Title: Evaluator: Standard 1: Program Planning, Design and Management. The professional school counselor collaboratively plans, manages and designs the comprehensive, developmental school counseling Overall Function 1A: PROGRAM PLANNING Plans a balanced comprehensive school counseling Function 1B: PROGRAM DESIGN Designs a balanced comprehensive school counseling Function 1C: PROGRAM MANAGEMENT Manages a comprehensive school counseling Function 1D: STAKEHOLDER COLLABORATION Collaborates with stakeholders to plan and manage the school counseling Evidence Brief Discription Comments Comprehensive School Counseling Plan Self-evaluation Daily, Weekly, Monthly Calendars Strategic plan Disaggregation results data Technology integration Electronic log data (WVDE example) Needs assessment Program planning notes Counselor use of time log Portfolio Action plans Lesson plans* Advisory council minutes Communication/ correspondence tools Surveys (parents, teachers, students) Grant applications Other relevant evidence Distinguished Accomplished Emerging Unsatisfactory 73

78 Standard 2: Program Delivery. The professional school counselor facilitates delivery of the WV Comprehensive Developmental School Counseling Program for all students. Overall Distinguished Accomplished Emerging Unsatisfactory Function 2A: PROGRAM DELIVERY - Ensures the delivery of a comprehensive, developmental school counseling program aligned with West Virginia Board of Education policy. Function 2B: RESEARCHED BEST PRACTICES - Utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum. Function 2C: GUIDANCE CURRICULUM - Facilitates delivery of a comprehensive guidance curriculum to meet the developmental needs of all students. Function 2D: INDIVIDUAL STUDENT PLANNING - Coordinates an ongoing systemic approach to assist individual students in establishing personal goals and develop future plans. Function 2E: RESPONSIVE SERVICES - Provides a continuum of interventions in response to student needs. Function 2F: STUDENT SUPPORTS - Assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students. Function 2G: SUCCESSFUL TRANSITIONS establishes student supports for successful transitioning through programmatic levels, and from school to school, school to work, or school to post-secondary, or career and technical training. Evidence Brief Discription Comments Counselor curriculum map by grade level Curriculum crosswalks Lesson plans Evidence of guidance integration in relevant courses and programs Daily, weekly, monthly calendars Action plans ObservationsPeer reviews School crisis plan Group counseling documents Referral forms Student intervention plan School mental health plan Early intervention documentation Needs assessment Prevention program documents Programmatic grade level transition plans SAT, IEP, 504, MDT meeting documents Workshops for parents, teachers, and stakeholders Agendas and sign-in sheets End of year participation survey ASCA crosswalk ISTP plans Grade level portfolios Graduation checklists Notes in student records Individualized data from standardized tests Learning styles/interest inventories Other relevant evidence 74

79 Standard 3: Data Driven Accountability and Program Evaluation. The professional school counselor examines school, student, and program data to annually evaluate school counseling program results and to assure program completeness. Overall Function 3A: PROGRAM RESULTS Uses data to measure the results and impact of the school counseling Function 3B: PROGRAM COMPLETENESS Evaluates the degree to which the school counseling program is implemented and aligned to West Virginia Board of Education policy. Evidence Brief Discription Comments School Counseling Program Audit Advisory council notes Counselor self assessment School data Students needs assessment results Surveys Operational schedules Website Pre and post test data Logs Annual school counseling report CFWV usage reports Other relevant evidence Distinguished Accomplished Emerging Unsatisfactory 75

80 Standard 4: Leadership and Advocacy. The professional school counselor assumes a leadership role in advocating for student and program success. Overall Distinguished Accomplished Emerging Unsatisfactory Function 4A: STUDENT ADVOCACY Advocates for success of ALL students. Function 4B: STAKEHOLDER TRAINING Facilitates appropriate training for stakeholders and staff related to school counseling program mission. Function 4C: PROGRAM ADVOCACY Advocates for and promotes the comprehensive school counseling Evidence Brief Discription Comments Referral documentation to programs and resources Longitudinal course enrollment data Disaggregated data Policy documents School programs, agendas, outlines, sign in sheets Student progress towards post secondary Document of student reentry strategies Transition strategies documentation Stakeholder meetings notes agendas, sign in sheets Advisory council meeting notes, agenda, sign in sheets Logs documenting interactions including but not limited to: families, agencies, counselors, school nurses, social workers, DHHT, school psychologists, school sponsors, athletic directors/ coaches, employers, elected officials, policy makers, military, etc. Other relevant evidence 76

81 Standard 5: Professional Growth and Responsibilities. The professional school counselor is responsible for improving skills and knowledge and advancing his/her practice and the school counseling profession. Overall Function 5A: Knowledge and Skills Enhances knowledge and skills to advance professional practice. Function 5B: Legal and Ethical Practices Adheres to professional ethical standards, policies, and laws in conduct and in practices. Function 5C: Growth of Profession Contributes to growth of the school counseling profession. Evidence Brief Discription Comments Documentation of participation in: conferences, workshops, webinars Professional growth goals Counselor evaluation Self appraisal Action plans Attendance certificates Proof of enrollment Graduate courses, online courses Proof of teaching undergraduate or graduate courses Professional newsletters, journals, etc. ASCA code of ethics FERPA guidelines County policy related to confidentiality and professional practices Mission statement, philosophy, and beliefs Observations Surveys and feedback School Protocols Other relevant evidence Distinguished Accomplished Emerging Unsatisfactory 77

82 Acknowledgements The West Virginia Board of Education gratefully acknowledges the wisdom and hard work contributed by the members of the WV School Counseling Performance Standards Task Force and its work groups: Dr. Jennifer Adams Barbara Ashcraft Tara Bee Dianne Boggess Iestyn Bright Dr. Lisa Burton, Ph.D., NCC, LPC Shelly DeBerry Anita Deck Amie Fazalere Cathy Grewe Mrs. Priscilla Haden Chuck Heinlein Dr. Pat Henderson Dr. Pat Homberg Carla Hunter Joseph Shepherd Angela Jones Debi Lewis Mrs. Gail Manchin George Michael Penny Morgan-Rinker Nicki Parrish David Roberts Dr. Bob Rubenstein Dr. Christine J. Schimmel Barbara Spencer Jill Zurbuch Doug Cox David Dilly Amy Gogas Jovanna Lacaria Leigh Ann Page Rebecca Derenge Patrick Leggett Mike Fike Rosemary Jenkins Lori Wiggins Lisa Hedrick Robert Hagerman 78

83 Notes 79

84 Jorea M. Marple, Ed.D. State Superintendent of Schools