Standard 1: Planning and Evaluation of a Data- Driven Counseling Program

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1 Professional School Counselors TEM Framework and Rubric.0 Revised December 0, 0 Standard : Planning and Evaluation of a Data- Driven Counseling Program / Significantly For Level 5, all evidence at Level is present, as well as all of the For Level 4, all evidence at Level is present, as well as one of the Counselor consistently uses feedback and/or evaluations from stakeholders to monitor and adjust the counseling program and services. Counselor conducts an annual comprehensive evaluation of the programs and services delivered throughout the year and shows plans to adjust services based on this evaluation. Counselor regularly uses accurate, timely, and detailed data from multiple data source* to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards. Goals and objectives are consistent with state and local program requirements, stakeholder needs, and take into account all program components. Counselor uses feedback from stakeholders to monitor and adjust the counseling program and services. Counselor sometimes uses accurate, timely, and detailed data from multiple data sources to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards. Some goals and objectives are established for the counseling program. Goals and objectives are not clear for addressing stakeholder needs. The following best describes what is Counselor rarely or never uses accurate, timely, and detailed data from multiple data sources to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards. Few if any goals and objectives are established for the counseling program. Goals and objectives are inappropriate for stakeholder needs. *Data sources may include, but are limited to, academic, behavioral, and/or social and emotional data from parents, teachers, or outside sources, need assessments from all stakeholders, district and state achievement data.

2 Professional School Counselors TEM Framework and Rubric.0 Revised December 0, 0 Standard : Delivery of Services for Guidance Curriculum, Individual Planning, and Responsive Counseling / Significantly For Level 5, all evidence at Level is present, as well as two of the For Level 4, all evidence at Level is present, as well as one of the Counselor knows, understands, and incorporates a variety of multimedia and technology resources in the delivery of school counseling programs and services. Counselor develops services that are personally meaningful and relevant to all stakeholders. Counselor understands and uses a variety of methods for helping students monitor and direct their own learning in academic, career, and personal/social development. Counselor develops and implements a high- quality guidance curriculum that is based on state and national state standards and some stakeholder needs. Counselor always provides timely responses for all counseling services. Counselor consistently provides consultation services with stakeholders concerning student s development in academic, career, and personal/social areas. Counselor always demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program. Counselor develops a guidance curriculum, but it does not align with state and national counseling standards or needs of all stakeholders. Counselor sometimes provides timely responses for all counseling services. Counselor sometimes provides consultation services with stakeholders concerning student s development in academic, career, and personal/social areas. Counselor sometimes demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program. Counselor does not develop a guidance curriculum based on state or national standards. Counselor does not provide timely responses for all counseling services. Counselor rarely or never provides consultation services with stakeholders concerning student s development in academic, career, and personal/social areas. Counselor rarely demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program.

3 Professional School Counselors TEM Framework and Rubric.0 Revised December 0, 0 Standard : Establishes Positive and Purposeful Student and Family Relationships / Significantly For Level 5, all evidence at Level is present, as well as all of the For Level 4, all evidence at Level is present, as well as one of the Counselor treats stakeholders in a fair and consistent manner. Counselor sometime treats stakeholders in a fair and consistent manner. Counselor rarely or never treats stakeholders in a fair and consistent manner. Counselor helps connect students and families with any external resources that they may need and provides follow up of these services. accurate and up- to- date information and training to students and families regarding information pertinent to students success. Counselor consistently demonstrates positive verbal and non- verbal behaviors toward stakeholders in their efforts, progress, excellence, and achievement in academic and personal/social behaviors. Counselor establishes a referral system for stakeholders that includes verbal, written, and technology based methods. Counselor sometimes demonstrates positive verbal and non- verbal behaviors toward stakeholders in their efforts, progress, excellence, and achievement in academic and personal/social behaviors. Counselor establishes a referral system for stakeholders only in verbal form. Counselor rarely or never demonstrates positive verbal and non- verbal behaviors toward stakeholders in their efforts, progress, excellence, and achievement in academic and personal/social behaviors. Counselor does not establish a referral system for stakeholders.

4 Professional School Counselors TEM Framework and Rubric.0 Revised December 0, 0 Standard 4: Leadership and Communication / Significantly For Level 5, all evidence at Level is present, as well as three of the For Level 4, all evidence at Level is present, as well as two of the professional development opportunities for stakeholders and uses feedback to monitor and adjust these services. mentoring, networking, or shared best practices to fellow school counselors. Counselor participates in school leadership roles to meet the academic, career, and person/social needs of all services that that link the school to the community, enhances student success, and increases public awareness of school counseling. meaningful communication with school staff in the planning and execution of the counseling program. Counselor supports school staff in meeting student needs or in reporting status and progress of Counselor shows leadership by maintaining meaningful relationships with external support agencies. Counselor consistently improves Counselor maintains records documents for counseling services. Counselor sometimes provides meaningful communication with school staff in the planning and execution of the counseling program. Counselor sometimes supports school staff in meeting student needs or in reporting status and progress of Counselor sometimes leads by maintaining meaningful relationships with external support agencies Counselor sometimes improves Counselor maintains records documents for counseling services, but they are not up- to- date. Counselor rarely or never meaningfully communicates with school staff in the planning and execution of the counseling program. Counselor rarely or never supports school staff in meeting student needs or in reporting status and progress of Counselor rarely or never leads by maintaining meaningful relationships with external support agencies. Counselor rarely or never improves Counselor does not maintain records and documents for counseling services. 4

5 Standard 5: Student Progress Monitoring Shelby County Schools Professional School Counselors TEM Framework and Rubric.0 Revised December 0, 0 / Significantly For Level 5, all evidence at Level is present, as well as two of the For Level 4, all evidence at Level is present, as well as one of the Counselor consistently and effectively develops strategies to implement individual student needs, such as strategies for appraisal, advisement, goal setting, decision- making, social skills, transition, and post- secondary planning. Counselor helps students establish goals, and develops and uses planning skills in collaboration with stakeholders. Counselor uses appropriate academic and behavioral data to develop and aid in closing- the- gap action plans and determines appropriate students for the target group or interventions, as it relates to counseling services. Counselor consistently supports the academic, behavioral, and/or social/emotional progress of students by monitoring and reviewing data for the purposes of identifying students in need of interventions and monitoring student success.* Counselor consistently documents counseling services such as individual planning, small group sessions and/or parent consultations for students in need of interventions. Counselor consistently makes referrals as necessary to ensure success for all Counselor consistently promotes high academic and behavioral expectations, in an effective manner, for all stakeholders. Counselor sometimes supports the academic, behavioral, and/or social/emotional progress of students by monitoring and reviewing data for the purposes of identifying students in need of interventions and monitoring student success.* Counselor sometimes documents counseling services such as individual planning, small group sessions and/or parent consultations for students in need of interventions Counselor sometimes makes referrals as necessary to ensure success for all Counselor sometimes promotes high academic and behavioral expectations, in an effective manner, for all stakeholders. Counselor does not support the academic, career, personal/social, and behavioral progress of students by monitoring and reviewing data for the purposes of identifying students in need of interventions and monitoring student success.* Counselor does not document counseling services such as individual planning, small group sessions and/or parent consultations for students in need of interventions Counselor does not make referrals as necessary to ensure success for all Counselor does not promote high academic and behavioral expectations, in an effective manner, for all stakeholders. *This applies to students in need of additional coursework or credits in order to be on- time graduates. 5

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