School Counselor Performance Standards

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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

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