west virginia school counselor performance standards...cscp. the wv school counselor performance...

West VirginiaSchool CounselingPrograms

C r e a t i n g P a t h w a y s t o S t u d e n t S u c c e s s

West VirginiaSchool CounselingPrograms

C r e a t i n g P a t h w a y s t o S t u d e n t S u c c e s s

West Virginia

School CounselorPerformance Standards

West Virginia Board of education

2015-2016

Michael I. Green, PresidentLloyd G. Jackson II, Vice President

Tina H. Combs, Secretary

Thomas W. Campbell, MemberBeverly E. Kingery, MemberL. Wade Linger, Jr., MemberGayle C. Manchin, MemberWilliam M. White, MemberJames S. Wilson, Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

Sarah A. Tucker, Ex OfficioInterim Chancellor

West Virginia Community and Technical College Education

Michael J. Martirano, Ex OfficioState Superintendent of Schools

West Virginia Department of Education

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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 ..................................................... 12

Standard 2: Program Delivery ............................................................................................................24

Standard 3: Data Driven Accountability and Program Evaluation....................................45

Standard 4: Leadership and Advocacy ........................................................................................ 49

Standard 5: Professional Growth and Responsibilities ..........................................................56

Standards for High Quality Schools .......................................................................................................62

Glossary ................................................................................................................................................................65

Self-Assessment and Evidence Form .....................................................................................................74

Annual School Counseling Plan .................................................................................................................79

Acknowledgements .........................................................................................................................................82

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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 CSCPs® in 2003. 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 2003. 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 counselors 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 CSCPs and better support the success of all students.

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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

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 5100. 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.

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

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The Standards are organized in five categories relating to:

1. Program Planning, Design and Management2. Program Delivery3. Data Driven Accountability and Program Evaluation4. Leadership and Advocacy, and 5. Professional Growth and Responsibilities.

Architecture of West Virginia Professional Counselor Standards

Standard – Broad statements/constructsFunction – Describes the important functional or procedural parts of the standardIndicator – 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 CSCP, 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

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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 program.

• 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 2315.

• 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

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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 2012-13 school year. A self-reflection 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 websitehttp://wvde.state.wv.us/counselors/WVSchoolCounselorPerformanceStandards.html.

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The West Virginia School Counselor Performance Standards are designed to provide the necessary guidance and framework that will help all school counselors self-assess and work toward having exemplary practices that research shows will impact student achievement, attendance, behavior, and general well-being. 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. It is expected that all school counselors will experience continuous professional growth that enhances their practices and enables them to build stronger CSCPs and better support the success of all students.

The WV School Counselor Performance Standards are organized in five categories related to:

1. Program Planning, Design and Management2. Program Delivery3. Data Driven Accountability and Program Evaluation4. Leadership and Advocacy, and5. Professional Growth and Responsibilities.

School counselors can self-assess the quality of their own performance based on four performance levels (Distinguished, Accomplished, Emerging and Unsatisfactory) as defined by each indicator. Performance level rubrics serve as a self-reflection resource, assisting school counselors in determining their level of performance and setting appropriate goals to align practices to improve their practices and the CSCP. The WV School Counselor Performance Standards and online assessment and planning tools are located in a downloadable standards booklet found on the front page of the WV school counseling website.

West Virginia Professional School CounselorPerformance Standards

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Standard 1: Program Planning, Design and ManagementThe professional school counselor plans, designs and manages comprehensive school counseling program (CSCP) aligned with the West Virginia Model.

Function 1A: PROGRAM PLANNINGThe professional school counselor plans a comprehensive program that addresses the West Virginia Student Success Standards (WVSSS) and all four delivery systems as describe in WVBE Policy 2315.

Indicator 1A1: The professional school counselor designs and plans a data-driven CSCP 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 CSCP data to make adjustments to the CSCP.

Function 1B: PROGRAM DESIGN The professional school counselor designs a balanced CSCP.

Indicator 1B1: The professional school counselor collaborates with others to create a clear mission and vision for the CSCP 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 CSCP.Indicator 1B3: The professional school counselor designs a CSCP that is sequential, comprehensive in scope, based on student competencies and integrated within the school curriculum when appropriate.

Function 1C: PROGRAM MANAGEMENTThe professional school counselor manages the CSCP.

Indicator 1C1: The professional school counselor collaborates with others to develop operational schedules for the CSCP 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.

Function 1D: STAKEHOLDER COLLABORATIONThe professional school counselor collaborates with stakeholders to plan and manage the CSCP.

Indicator 1D1: The professional school counselor consults with administrators to establish professional and program goals.Indicator 1D2: The professional school counselor solicits broad stakeholder input to plan and manage the CSCP 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 CSCP.

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Standard 2: Program Delivery The professional school counselor facilitates delivery of the WV Comprehensive School Counseling Program (CSCP) for all students.

Function 2A: PROGRAM DELIVERYThe professional school counselor ensures the delivery of the CSCP aligned with West Virginia Board of Education Policy.

Indicator 2A1: The professional school counselor facilitates delivery of a balanced, comprehensive, data driven CSCP.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 PRACTICESThe 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 CSCP.Indicator 2B2: The professional school counselor incorporates counseling theories and techniques into program practices.Indicator 2B3: The professional school counselor stays abreast of new, research-based counseling theories and techniques and incorporates them into practice.

Function 2C: INTEGRATED DELIVERY OF THE WV STUDENT SUCCESS STANDARDSThe professional school counselor coordinates the collaborative delivery of the West Virginia Student Success Standards (WVSSS) to address the developmental needs of all students.

Indicator 2C1: The professional school counselor works with school staff and other stakeholders to ensure the WVSSS are systemically addressed within each programmatic level.Indicator 2C2: The professional school counselor works with all instructional staff to integrate the WVSSS into other content areas.Indicator 2C3: The professional school counselor actively works to relate the WVSSS to the students’ everyday lives and future plans.

Function 2D: PERSONALIZED STUDENT PLANNINGThe professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing educational and career goals and developing future plans.

Indicator 2D1: The professional counselor facilitates a collaborative approach to development of each student’s Personalized Education Plan (PEP).Indicator 2D2: The professional school counselor collaborates with school staff and parents to develop and implement student plans designed to address individual student social/emotional needs.

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Function 2E: RESPONSIVE SERVICESThe 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 SUPPORTSThe 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 counselor 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 TRANSITIONSThe 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.

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.

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Function 3A: PROGRAM RESULTSThe professional school counselor uses data to measure the results and impact of the School Counseling Program.

Indicator 3A1: The professional school counselor gathers, analyzes, and uses multiple forms of data (results, process, and perception) to plan and design 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 COMPLETENESSThe professional school counselor evaluates the degree to which the School Counseling Program is implemented and aligns to West Virginia Comprehensive School Counseling Model.

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 CSCP.

Standard 4: Leadership and Advocacy The professional school counselor assumes a leadership role in advocating for student and program success.

Function 4A: STUDENT ADVOCACYThe professional school counselor advocates for the success of ALL students.

Indicator 4A1: The professional school counselor collaborates with administrators and teachers to promote equal access to programs for 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 TRAININGThe 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 CSCP and other school services and programs.

Function 4C: PROGRAM ADVOCACYThe professional school counselor advocates for and promotes the Comprehensive School Counseling Program (CSCP).

Indicator 4C1: The professional school counselor exhibits high expectations for all students in daily practices and procedures of the CSCP.Indicator 4C2: The professional school counselor champions support of the CSCP.Indicator 4C3: The professional school counselor contributes to the school’s strategic planning team.

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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 SKILLSThe 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 PRACTICESThe 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 PROFESSIONThe 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 CSCPs and the profession.

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Standard 1: Program Planning, Design and ManagementThe professional school counselor plans, designs and manages comprehensive school counseling program (CSCP) aligned with the West Virginia Model.

Function 1A: PROGRAM PLANNINGThe 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 CSCP that addresses all domains and includes all delivery system components.

Distinguished Accomplished Emerging Unsatisfactory

The School Counselor

• utilizes diverse stakeholders and multiple sets of data to plan and design a research-based, standards-driven, balanced CSCP, which fully addresses the academic, career, and personal/social needs of all students.


• utilizes stakeholders and student and school data to plan and design a research-based, standards-driven, balanced CSCP, which addresses the academic, career, and personal/social needs of all students.


• uses limited data sources and collaboration when planning the CSCP which does not fully address the academic, career, and personal/ social needs of all students.


• does not use data sources and collaboration when planning the CSCP.

• Has a clearly documented CSCP plan to use a systemic, collaborative approach for implementing all four delivery systems and addressing the WVSSS using a developmental and sequential approach for all students within each programmatic level.

• plans and designs delivery of the CSCP, ensuring all delivery systems are in place and the WVSSS are developmentally and sequentially delivered for all students within each programmatic level.

• Provides little evidence for planning a balanced CSCP programs, giving unequal emphasis to one or two delivery systems and has a limited plan to collaboratively address the WVSSS to ensure the needs of all students are considered.

• does not ensure all delivery systems and all domains are used and provided for all students based on school and student needs.

Definitions:Comprehensive CSCP (CSCP) – consists of a structured, prevention-based program that is an integral

part of the total educational program designed to assist every student with the acquisition of skills, knowledge and dispositions described in competencies and objectives within the four WV Student Success Standards (WVSSS). The CSCP consists of four distinct delivery systems described in WVBE Policy 2315.

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 supportsWV Student Success Standards - The WVSSS describe the attitudes, knowledge, skills and behaviors all

students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Function 1A: PROGRAM PLANNINGThe professional school counselor plans a comprehensive program that addresses the West Virginia Student Success Standards (WVSSS) and all four delivery systems as describe in WVBE Policy 2315.

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 related to the WVSSS to identify the needs of students and shares resulting data with all stakeholders to plan, differentiate, and modify services to best meet the needs of students.


• annually administers and analyzes programmatic level student needs assessment related to the WVSSS to identify the needs of students; shares resulting data with administration to plan, differentiate, and modify services to best meet the needs of students.


• annually administers programmatic level student needs assessment related to the WVSSS to identify the needs of students and uses to assist with development of the annual CSCP plan for standards delivery.


• does not administer programmatic level student needs assessment related to the WVSSS to identify the needs of students.

• collects and uses student assessments and inventory data, state and national student data, as well as, school data to make informed decisions and set priorities when planning the CSCP and integrated delivery of the WVSSS.

• collects and uses student and school data to make informed decisions and set priorities for the CSCP and integrated delivery of the WVSSS.

• is aware of school data and occasionally uses it to make informed decisions when planning and developing the annual plan for the CSCP and integrated delivery of the WVSSS.

• does not collect or use data to make informed decisions when developing the annual plan for the CSCP and integrated delivery of the WVSSS.

Definitions:Stakeholders - Any person who assists with or benefits from the CSCP 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, school culture surveys, interest and learning styles inventories, etc.Additional student assessment and inventory data - RAZE, PLAN, EXPLORE, ACT, SAT, WESTEST 2, & NAPESchool data - attendance, grades, discipline records, detention rates, graduation ratesState and national student data - SREB data, state report card data, and Kids Count data

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Function 1A: PROGRAM PLANNINGThe 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 CSCP data to make adjustments to the CSCP.



• annually conducts and analyzes the CSCP audit results with the CSCP advisory council, collaboratively develops program improvement goals and seeks input from school staff.


• annually conducts and analyzes the CSCP audit, shares the results with advisory council and collaboratively plans program improvement based on program audit data.


• annually conducts and analyzes the CSCP audit to determine the program completeness as required by the evaluation process annual evaluation goals.


• presents no evidence that she/he has conducted or analyzed the CSCP to set CSCP improvement goals.

• reviews perception, process and results data with advisory council, staff and school board and utilizes data to develop program improvement goals.

• reviews perception, process and results data with advisory council, utilizes data to drive program planning.

• reviews limited perception, process and results data and utilizes data to set program improvement goals.

• does not show evidence of analyzing or reviewing multiple data sets to establish program improvement goals.

• collaboratively develops a data-driven annual CSCP plan, with the CSCP advisory council, outlining program goals and action steps, and shares the CSCP with school staff and county leadership.

• collaboratively develops a data-driven annual CSCP plan, with the CSCP advisory council, outlining program goals and action steps, and shares the CSCP with school staff.

• develops an annual CSCP Plan based on limited data and shares with principal at annual evaluation goal setting meeting.

• does not show relationship between annual evaluation and program goals and school, student and program data.

Definitions:Results data - Outcome data; how students are measurably different as a result of the program.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.

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Function 1B: DESIGNS PROGRAMThe professional school counselor designs a balanced CSCP.

Indicator 1B1 - Establishes a Vision and Mission - The professional school counselor collaborates with others to create a clear mission and vision for the CSCP that is shared and supported by all stakeholders.



• collaborates with stakeholders, including an advisory council, to create clear mission, vision, and philosophy statements for the foundational components of the CSCP, 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 CSCP, 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 CSCP and has established limited goals and priorities aligned with these statements.

• presents limited evidence to administration 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 CSCP 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:Advisory Council - An advisory council is a representation of all elements of the school and community

appointed to audit the CSCP 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 CSCP.

Foundational components - Includes the beliefs, philosophies, mission, domains, and the WV Student Success Standards (WVSSS).

Documentation – artifacts counselors use to document the CSCP: logs, operational schedules, sign-in sheets, agendas, data collection tools, etc.

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Indicator 1B2 - Student and Counselor Standards - The professional school counselor adheres to state student standards and professional school counselor performance standards when designing the CSCP.



• annually designs, implements, evaluates, and revises the CSCP to comprehensively address both student standards and school counselor performance standards.


• annually designs and implements a CSCP to comprehensively address both student standards and school counselor performance standards.


• designs a CSCP that marginally addresses student standards and school counselor performance standards.


• does not annually design and implement a CSCP to comprehensively address both student standards and school counselor performance standards.

• with input from 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.

• with input from the administration and the advisory council, 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.

• 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.

• 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.

• designs, implements, and evaluates practices aligned with the WVSSS and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans.

• designs and implements practices that are aligned with the WVSSS and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans.

• implements practices that are inconsistently aligned with the WVSSS and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans.

• does not design and implement practices that are aligned with the WVSSS and school counselor performance standards as evidenced through calendars, curriculum maps, and lesson plans.

Definitions:Advisory Council - An advisory council is a representation of all elements of the school and community

appointed to audit the CSCP 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 CSCP.

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 CSCPs to achieve optimal student growth and success as a result of the CSCP.

WV Student Success Standards - The WVSSS describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Indicator 1B3 - Scope and Sequence - The professional school counselor designs a CSCP 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, cross-walks with other content areas, and plans a collaborative school-wide cross-curricular delivery system.

• uses multiple data sources from all stakeholders to annually design and revise the CSCP’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 the WVSSS.

• 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 cross-curricular delivery system.

• uses student data and school data to annually design and revise the CSCP’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 the WVSSS.

• 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, cross-walks with other content areas, and plans a limited school-wide cross-curricular delivery system.

• uses limited data sources to annually design and revise the CSCP’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 the WVSSS.

• 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 cross-curricular delivery system.

• does not use data sources to annually design and revise the CSCP’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 the WVSSS.

• 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:Multiple data sources - e.g. community data sources, state and national sources, student data, school dataStudent data - needs assessment, grades, demographic information, discipline, and attendance records,

etc.School data - attendance, discipline referrals, assessment results, achievement results

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Function 1C: MANAGES PROGRAMThe professional school counselor manages the CSCP.

Indicator 1C1 - Operational Schedules - The professional school counselor collaborates with others to develop operational schedules for the CSCP that are widely circulated and communicated to all school stakeholders.



• collaborates with all stakeholders to manage the CSCP and develop operational schedules for the counseling program.

• communicates operational schedules consistently to stakeholders through 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 CSCP and develop operational schedules for the counseling program.

• communicates operational schedules consistently to administration and staff through 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 CSCP and develop operational schedules for the counseling program.

• inconsistently communicates operational schedules to administration and staff through 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 develop operational schedules for the CSCP.

• does not communicate operational schedules consistently to administration and staff through daily, weekly, monthly, and annual schedules and calendars.

• is not cognizant of staff time and changes schedule to meet the counselor’s needs.

Definitions:Operational schedules – daily, weekly and monthly calendars that outline the complete work of and

schedule for school counselors.Variety of media - newsletters, websites and other electronic media, email, 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.

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Indicator 1C2 - Manages Time and Resources - The professional school counselor manages time and resources to support programs and services to meet student needs.



• efficiently and effectively manages time that results in a well-organized office, an effective CSCP, 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 CSCP and address the needs of all students.


• manages time resulting in a well-organized office, CSCP, and services that readily addresses student needs.

• manages available resources and seeks additional resources, as needed, to promote and support effective implementation of the CSCP 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 CSCP.


• 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 CSCP and address the needs of students.

Definitions:Resources - funding streams, partnerships, relevant community and state resources, and program support

materials

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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 each of the WVSSS and shares data with stakeholders, in keeping with confidentiality policies and FERPA guidelines, to effect adjustments and continuously improve the CSCP.


• 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 each of the WVSSS and shares data with administration, as requested, in keeping with confidentiality policies and FERPA guidelines, to effect adjustments to improve the CSCP.


• 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 each of the WVSSS, 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 each of the WVSSS and shares data with administration, as requested, in keeping with confidentiality policies and FERPA guidelines and effect adjustments to improve the CSCP.

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Function 1D: PARTNERS WITH STAKEHOLDERSThe professional school counselor collaborates with stakeholders to plan and manage the CSCP.

Indicator 1D1 - Establishes Annual Goals - The professional school counselor consults with administrators to establish professional and program goals.



• examines all available data, consults with all stakeholders, and considers identified needs from evaluation, self-assessment, school counseling performance standards rubrics, the CSCP audit and the school’s strategic plan when setting annual growth goals.

• develops an annual collaborative agreement with stakeholders to establish the CSCP 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 CSCP audit and the school’s strategic plan when setting annual growth goals.

• develops an annual agreement with administration and staff in to establish the CSCP 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 CSCP 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 CSCP 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 CSCP audit and/or the school’s strategic plan.

• does not develop an annual agreement with administration and staff to establish the CSCP 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 CSCP data (Program Audit and program results data)

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Indicator 1D2 - Partners with Stakeholders - The professional school counselor solicits broad stakeholder input to plan and manage the CSCP and effectively meet the needs of all students.



• systematically uses a variety of methods to communicate and consult with community stakeholders when planning the CSCP.

• 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 CSCP.


• communicates and consults with community stakeholders, using more than one method, when planning the CSCP.

• 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 CSCP.


• informally and/or on a limited basis, communicates with community stakeholders when planning and managing the CSCP.

• 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 CSCP.


• does not communicate and consult with community stakeholders, using more than one method, when planning the CSCP.

• 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 CSCP.

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Indicator 1D3 - Advisory Council - The professional school counselor works in partnership with an advisory council to plan the development and advancement of the CSCP.



• 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 CSCP data 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 CSCP.

• 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 CSCP.


• 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 CSCP data 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 CSCP.

• 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 CSCP.


• identifies a school-based advisory group that meets annually and provides minimal input for the CSCP plan.

• sporadically collects feedback from the advisory council to review student, school, and community data, set program goals, and identify resources to support the CSCP.

• 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 CSCP.


• 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 CSCP.

• 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 CSCP.

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Standard 2: Program DeliveryThe professional school counselor facilitates delivery of the WV Comprehensive Developmental CSCP for all students.

Function 2A: PROGRAM DELIVERYThe professional school counselor ensures the delivery of the comprehensive, developmental CSCP 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 CSCP.



• facilitates delivery of a research- and, standards-based, data-driven balanced CSCP in collaboration with all stakeholders that equally addresses all the WVSSS.

• designs, implements, evaluates, and revises a systemic process that uses all delivery systems to address all the WVSSS in alignment with state policy recommendations.


• facilitates delivery of a standards-based, data-driven, balanced, program CSCP in collaboration with administration that equally addresses all the WVSSS.

• implements a process that uses all delivery systems to address all the WVSSS in alignment with state policy recommendations.


• facilitates delivery of a limited program CSCP that addresses one or two components of the WVSSS.

• implements a process that uses one or two delivery systems to address one or two the WVSSS in alignment with state policy recommendations.


• does not facilitate delivery of a standards-based, data-driven, balanced, program CSCP in collaboration with administration that equally addresses all domains.

• does not implement a process that uses all delivery systems to address all the WVSSS in alignment with state policy recommendations.

Definitions:Research-based. Indicates that substantial studies have been conducted to substantiate the effective of

these practices.Standards Based Program. A CSCP that is based on core foundational standards including the WV Student

Success Standards (WVSSS) 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.Delivery system. The means around which the counseling program is organized and delivered; includes

four components: Integrated Delivery of the WVSSS, Personalized Student Planning, Responsive Services, and Student Supports.

Integrated Delivery of WV Student Success Standards. The WVSSS describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

WV Student Success Standards. The WVSSS describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Function 2A: PROGRAM DELIVERYThe professional school counselor ensures the delivery of the CSCP aligned with West Virginia Boardof 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.



• plans and implements a system of communication with parents and the community and seeks their input and engagement in the delivery of the CSCP 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 CSCP and seeks their input and engagement in the delivery of the CSCP.

• 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 CSCP and seeks their input and engagement in the delivery of the CSCP.

• facilitates opportunities for parent and community engagement to enhance the well-being of all students when asked by administration.


• does not communicate with parents and the community about the CSCP nor seeks their input and engagement in the delivery of the CSCP.

• does not facilitate opportunities for both formal and informal opportunities for collaborative parent, community partnerships to enhance the well-being of all students.

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Function 2A: PROGRAM DELIVERYThe professional school counselor ensures the delivery of the CSCP aligned with West Virginia Boardof 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 evidence-based school-wide mentoring models.

• 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 evidence-based, school-wide mentoring models.

• 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 evidence-based mentoring models, 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 with administration and school staff to secure student involvement in evidence-based school-wide mentoring/ models.

• does not collaborate with administration and staff to develop programs that enhance the school culture and reduce bullying and harassment.

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Indicator 2B1 - Instructional Skills and Technology - The professional school counselor models 21st century learning through the use of technology and other engaging instructional strategies when delivering the school counseling program.



• develops and utilizes age-appropriate, engaging strategies and materials that take into consideration differentiated learning needs, cultural and economic background, and learning styles.


• utilizes age-appropriate strategies and materials that take into consideration differentiated learning needs, cultural and economic background, and learning styles.


• utilizes strategies and materials that does not take into consideration differentiated learning needs, cultural and economic background, and learning styles.


• does not utilize age-appropriate 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 CSCP and leads efforts to provide new technologies to the school counseling program.

• consistently utilizes 21st Century skills and technology to engage diverse student populations, and to instruct for student mastery.

• utilizes 21st Century skills and technology on a limited basis to engage diverse student populations and to instruct for student mastery.

• does not utilize 21st Century skills and technology to engage diverse student populations and to instruct for student mastery.

• 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.

• regularly updates instructional strategies and 21st Century and technology skills through professional development held at state and local levels, and continual exploration of multi-media resources.

• updates instructional strategies or 21st Century and technology skills through professional development held at the school site.

• does not seek to updates instructional strategies and 21st Century and technology skills through professional development 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.

• consistently instructs for student mastery and actively seeks to learn and apply new, creative, engaging delivery strategies to continually improve student engagement.

• strives to instruct for student mastery, and when prompted by administration, attempts to learn and applies new strategies to improve delivery.

• does not instruct for student mastery nor seeks to learn and apply new, creative, engaging delivery strategies to improve delivery.

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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 needs.


• 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 needs.


• 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 needs.


• 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 needs.

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Indicator 2B3 - Research-Based Practice - The professional school counselor stays abreast of new, research-based counseling theories and techniques and incorporates them into practice.



• systematically investigates current, innovative research-based 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 research-based 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 effectiveness

of these practices.

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Function 2C: INTEGRATED DELIVERY OF THE WV STUDENT SUCCESS STANDARDS (WVSSS)The professional school counselor coordinates the collaborative delivery of the West Virginia Student Success Standards (WVSSS) to address the developmental needs of all students.

Indicator 2C1 - Integrated Delivery of the WVSSS - The professional school counselor works with school staff and other stakeholders to ensure the WVSSS are systemically addressed within each programmatic level.



• facilitates consistent delivery of the WVSSS to ensure a prevention-based approach that is developmentally appropriate, sequential in nature and based on identified high priority student needs and school goals.


• facilitates consistent delivery of WVSSS based classroom lessons that are developmentally appropriate and sequential in nature, including prevention-based advisory units.


• facilitates some delivery of classroom guidance lessons, but does not insure the WVSSS are collaboratively delivered in a developmentally appropriate or sequential manner.


• does not facilitate consistent, developmentally appropriate delivery of the WVSSS in an integrated and collaborative manner.

• provides a systematic approach through the implementation of a action plan, developed by the school leadership team, to support integration of the WVSS into every day instruction and advisory a sequential purposeful manner.

• Works with the school leadership team to ensure a plan is in place to consistently address the WVSSS a sequential purposeful manner to address needs identified by school and student data.

• provides a limited plan to address the WVSSS in a sequential purposeful manner.

• does not provide a plan to address the WVSSS in a sequential purposeful manner.

• continually researches and uses evidence-based curriculums and resources available from multiple sources to support integration of the WVSSS into everyday school activities and instruction.

• strives to research and use current resources available from multiple sources to support integration of the WVSSS into everyday school activities and instruction.

• identifies limited curricula, evidence-based resources and programs to support integration of the WVSSS into everyday school activities and instruction.

• does not produce evidence of sharing research and evidence-based resources, programs or curricula from multiple sources with staff to support integration of the WVSSS into everyday instructions.

• seeks out research- based prevention-based curriculums, and develops and shares units, aligned across programmatic levels, with school staff to address specific needs within the school.

• provides prevention-based approaches to address the WVSSS, showing alignment across programmatic levels, to address specific needs within the school.

• provides inconsistent prevention-based ways of addressing the WVSSS with limited alignment across programmatic levels.

• does not provide staff with prevention-based guidance resources, aligned across programmatic levels, to address specific needs within the school.

• designs, implements, and evaluates a collaborative delivery system that includes all stakeholders in order to meet the needs of all students.

• facilitates a collaborative approach, involving school and community stakeholders in order to meet the needs of all students.

• participates in a collaborative approach when prompted by administration order to meet the needs of all students.

• does not facilitate a collaborative approach, involving school and community stakeholders in order to meet the needs of all students.

Definitions:Research-based. Indicates that substantial studies have been conducted to substantiate the effectiveness 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.

WV Student Success Standards. The WVSSS describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Function 2C: INTEGRATED DELIVERY OF THE WV STUDENT SUCCESS STANDARDSThe professional school counselor coordinates the collaborative delivery of the West Virginia StudentSuccess Standards (WVSSS) to address the developmental needs of all students.

Indicator 2C2 - WVSSS Integration - The professional school counselor works with all instructional staff to integrate the WVSSS into other content areas.



• consistently collaborates with instructional staff to develop and implement a plan that effectively integrates school-wide research-based prevention programs and strategies into every day instruction.


• works with instructional staff to contribute to the development and integration of research-based universal prevention- based classroom and school-wide programs.


• works with instructional staff, when prompted, to integrate research-based, universal prevention-based classroom and school-wide programs.


• does not work with instructional staff to contribute to the development and integration of research-based universal prevention- based programs with other school initiatives or core content.

• exhibits a deep understanding of integration of the WVSSS, annually reviews cross-walks and actively works to improve integration of the WVVSSS into multiple content areas.

• clearly understands WVSSS integration and works with staff to develop school cross-walks for all content areas.

• exhibits limited understanding of integration of the WVSSS and, on a limited basis, works to incorporate the WVSSS into multiple content areas.

• does not exhibit an understanding of standards integration and does not actively work to incorporate the WVSSS into multiple content areas.

• collaborates with all stakeholders to develop and facilitate school efforts to consistently offer school-wide student and parent activities and support programs that are aligned across the content areas.

• collaborates with administration and staff to consistently offer school-wide student and parent activities and support programs that are aligned across the content areas.

• collaborates in a limited capacity with staff to offer student and parent activities and support programs that are aligned across the 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 content areas.

Definitions:Cross-walks. A curriculum map that shows how the WVSSS align with content standards and objectives

from other content areas.Research-based. Indicates that substantial studies have been conducted to substantiate the effectiveness

of these practices.Prevention-based programs. Programs that are designed to teach students the knowledge, skills and

dispositions outlined in the WVSSS to address issues known issues that interfere with the learning process including – bullying, harassment, substance abuse, anger management, mental health issues, depression, suicide, school violence, etc.

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Function 2C: INTEGRATED DELIVERY OF THE WV STUDENT SUCCESS STANDARDSThe professional school counselor coordinates the collaborative delivery of the West Virginia Student Success Standards (WVSSS) to address the developmental needs of all students.

Indicator 2C3 - Application to Daily Living - The professional school counselor actively works to relate the WVSSS to the students’ everyday lives and future plans.



• actively and consistently works to ensure a collaborative, integrated system is in place to incorporate the WVSSS into students’ daily lives, including developing skills for school and future career success and becoming globally competent citizens.


• makes clear and consistent attempts to relate the WVSSS 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 WVSSS 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 WVSSS to student daily life, decision-making, and goal setting that contributes to school and home success, as well as, planning for future career success.

Definitions:WV Student Success Standards. The WVSSS describe the attitudes, knowledge, skills and behaviors all

students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Indicator 2D1 - Education and Career Plans - The professional school counselor facilitates a collaborative approach to student academic and career planning.



• designs, implements, and evaluates and continually seeks to improve a systemic process, in collaboration with teachers, advisors and parents to assist all students with career exploration and planning, self-discovery activities and student assessment results to develop and annually update personalized education plans (PEP).


• facilitates a process, engaging advisors and parents, to assist all students with career exploration and planning and in developing and annually updating personalized education plans (PEP).


• facilitates a limited process to assist all students with career exploration and planning utilizing self-discovery activities and appropriate assessments to develop and annually update personalized education plans (PEP).


• does not facilitate a process that ensures all students have a systemic approach to career exploration and self-discovery, in collaboration with parents, to assist all students in developing and annually updating the personalized education plan (PEP).

• works with all stakeholders to ensure collaborative support for the development of each student’s PEP by providing contemporary resources and training.

• works with school staff to ensure collaborative support for the development of each student’s PEP by providing contemporary resources and training.

• works in a limited capacity to develop of each student’s PEP by providing irrelevant or outdated resources and tools.

• does not work with school staff to ensure collaborative support for the development of each student’s PEP.

• researches and provides ongoing information to parents, staff and students about current and accurate resources for post- secondary and workforce exploration and career planning, utilizing a variety of methods (individual meetings, workshops, field trips, brochures/ pamphlets, media, websites, etc.).

• Educates students, staff and parents about resources for post-secondary and workforce planning using a variety of valid resources and modalities (individual meetings, workshops, field trips, brochures/ pamphlets, websites, etc.).

• Provides limited education, resources and modalities for students, staff and parents about resources for post-secondary, workforce and career exploration and planning.

• provides outdated and/or inaccurate information regarding post-secondary and workforce options using limited resources and methods.

• facilitates a process, in collaboration with parents and students, to develop and continually update the student’s PEP and sequential student portfolio and reinforces the relationship between course selection, academic performances, post-secondary options and the world of work.

• ensures the student’s PEP is revised annually in collaboration with parents and students, and reinforces the relationship between course selection, academic performances, post-secondary options, and the world of work.

• ensures the student’s PEP is revised annually, but there is little evidence the student the relationship between course selection, academic performances, post-secondary options, and the world of work.

• does not ensure the student’s PEP is revised annually nor that the student understands the relationship between course selection, academic performances, post-secondary 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 postsecondary options as evidenced by a sequential student portfolio system.

• implements a plan that provides the parent and student with multiple opportunities to learn about the world of work and postsecondary options as evidenced by a sequential student portfolio system.

• provides the parent and student with limited opportunities to learn about self, the world of work and postsecondary options as evidenced by a sequential student portfolio.

• does not provide the parent and student with multiple opportunities to learn about the world of work and postsecondary options as evidenced by a sequential student portfolio.

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Indicator 2D2 - Social/Emotional Needs - The professional school counselor collaborates with school staff and parents to develop and implement student 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 CSCP.

• 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.

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Indicator 2E1 - Early Identification - The professional school counselor maintains a structured process for early identification of at-risk behaviors and for student referrals.



• collaborates with school and community stakeholders to fully implement the state’s early warning system to identify, make referrals and provide interventions for 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 implement the state’s early warning system to identify and provide interventions, make referrals for 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.


• has a basic approach to recognizing early warning signs that identifies at-risk students.

• 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 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:Programmatic Area. Is defined by the grade levels within your school: i.e. elementary, middle and high

school.

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Indicator 2E2 - Early Interventions - The professional school 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 at-risk 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 Support for Personalized Learning, SATs, school based mental health, 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 at-risk 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 Support for Personalized Learning, SATs, school based mental health, community services, and group 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 at-risk 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 at-risk students.

• does not work with other staff to insure students receive interventions through established avenues including Support for Personalized Learning, SATs, school based mental health, group and individual counseling.

• does not follow through with securing or providing identified interventions to assist students and families in need.

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Indicator 2E3 - Early Counseling - The professional school counselor counsels individual students with identified needs to improve school success.



• is easily accessible and conducts scheduled individual counseling sessions as needed and impromptu sessions based on specific identified student needs.

• recognizes his/her time restraints and the need to deliver a CSCP 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.

• 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.


• is easily accessible to all students and conducts individual counseling sessions as needed.

• recognizes time restraints and the need to deliver a CSCP 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 CSCP 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 CSCP 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.

Definitions:Comprehensive School Counseling Program (CSCP). 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 and learning development, career and life planning, personal and social development, and global citizenship designed to enhance academic achievement and address developmental needs.

Research-based. Indicates that substantial studies have been conducted to substantiate the effectiveness of these practices.

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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.

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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.



• has a systemic focus on crisis prevention addressing mental health needs in a variety of potential scenarios through the CSCP.


• has an ongoing focus to assist with crisis prevention through the CSCP.


• has a limited focus to assist with crisis prevention through the CSCP.


• does not have an ongoing focus to assist with crisis prevention through the CSCP.

• displays extensive knowledge of best practices in crisis intervention, leads an active mental health crisis team in the collaborative development and implementation of a school crisis prevention and response plan aligned with the WV Crisis Guide to address mental health needs of students.

• displays knowledge of best practices in crisis intervention, leads a mental health crisis to collaboratively develop and implement a documented school crisis prevention and response plan to address mental health needs of students.

• has a mental health crisis team in place, displays basic knowledge of an established response/ plan for immediate crisis intervention and is beginning to participate in the collaborative development of a documented school crisis prevention and response plan to address mental health needs of students.

• does not display knowledge of best practices related to mental health in crisis intervention and does yet established a mental health crisis team collaboratively develop and implement a school crisis prevention and response plan to address mental health needs of students.

• collaborates with stakeholders to identify resources and implement effective and appropriate crisis intervention strategies and is well prepared to address mental health needs of students when a crisis occurs.

• collaborates with staff and professionals to identify resources and implement effective and appropriate mental health intervention strategies in response to school crisis and is prepared when a crisis occurs.

• identifies limited resources and implements limited mental health interventions in response to school crisis and is ill prepared when a crisis occurs.

• 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.

• ensures stakeholders preparedness know the proper their roles in crisis prevention and response using a well-developed written crisis plan and other communication methods (trainings, phone trees, email communications, bulletins and so forth.

• ensures preparedness of school staff and other professionals for dealing with crisis through trainings, communications and a written school crisis plan.

• communicates with school staff and identified professionals on a needed basis concerning proper procedure for dealing with crisis.

• does not ensure that school staff and identified professionals know the proper procedure for dealing with crisis through trainings and communications.

• has multiple systems in place to respond to individual student and school-wide crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis.

• has a system in place to respond to individual student and school-wide crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis.

• has an ineffective system in place to respond to individual student and school-wide crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis.

• does not have a system in place to respond to daily individual student and school-wide crisis in an informed and timely manner aimed at preventing a future, more pronounced crisis.

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Function 2F: STUDENT SUPORTSThe 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 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.



• develops an action plan, implemented through the CSCP, to foster the belief that creating a learner-center 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. 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 CSCP to foster the belief that creating a learner-center 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 research-based 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 CSCP to foster the belief that creating a learner-center 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 CSCP 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 research-based 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.

Definitions:Research-based. Indicates that substantial studies have been conducted to substantiate the effectiveness

of these practices.

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Indicator 2F2 - Team Participation - The professional school counselor partners with school teams to promote student success.



• is aware of how the school’s IEP, SAT, 504, MSDT, and other student support teams are being implemented and actively collaborates with administration and other school staff to ensure student support team processes are aligned with best practices.

• understands his/her role on school teams is to advocate for and support success of at-risk students and prepares 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 to advocate for the success of referred students 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 and provides professional feedback to the team.

• 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:Research-based. Indicates that substantial studies have been conducted to substantiate the effectiveness

of these practices.

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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 CSCP.

• 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 CSCP.

• does not build relationships with community and state service providers nor work collaboratively to provide appropriate programs, services and resources to address student needs.

Definitions:Comprehensive School Counseling Program (CSCP). consists of a structured, prevention-based program

that is an integral part of the total educational program designed to assist every student with the acquisition of skills, knowledge and dispositions described in competencies and objectives within the four standards of the WV Student Success Standards (WVSSS). The CSCP consists of four distinct delivery systems described in WVBE Policy 2315.

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Function 2G: SUCCESSFUL TRANSITIONSThe 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 - 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:Protocols. A set of best practices and recommended procedures designed to create uniformity in WV

CSCPs aimed at producing outstanding student outcomes. Protocols are found on the school counseling website: http://wvde.state.wv.us/counselors/protocols.html

Transition interventions and best practices. Facilitating expedited transfer of complete student recordsParticipating in team meetings (SAT, IEP, MSDT, etc.) to create individualized plan for at-risk students Introducing to teacher(s)Reviewing of graduation requirements, if applicableCreating, updating, following Individualized education planReferring to appropriate resources, programs and agenciesInsuring that the transition from school to school is a process and not a one day eventEstablishing and following clear exit and transfer protocolIntroducing to teachersCreating a buddy systemProviding enrollment packets earlyInvolving parents/guardiansInvolving agencies and appropriate school staffOrientation to School

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Function 2G: SUCCESSFUL TRANSITIONSThe 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, post-secondary 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 post-secondary/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 post-secondary 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, post-secondary 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 post-secondary/career plans.


• creates limited programmatic level experiences that assist students in developing 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.


• has no clear protocols for 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 little to work with staff, parents, post-secondary institutions and workforce when assisting students with developing individualized exit and post-secondary plans.

• maintain inconsistent records of students who enter and exit school, including each student’s post-secondary/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 CSCPs aimed at producing outstanding student outcomes.

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Standard 3: Data Driven Accountability and Program Evaluation The professional school counselor examines school, student, and program data to annually evaluate CSCP re-sults and to assure program completeness.

Function 3A: PROGRAM RESULTSThe professional school counselor uses data to measure the results impact of the CSCP.

Indicator 3A1 - Collects Data - The professional school counselor gathers, analyzes, and uses multiple forms of data (results, process, and perception) to plan and design program improvement.



• 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 CSCP and the WVSSS.

• collects and compiles documentation of process data to evaluate the types of delivery systems utilized in the CSCP 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 CSCP and the WVSSS.

• collects and compiles documentation of process data to evaluate the types of delivery systems utilized in the CSCP 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 CSCP and the WVSSS.

• collects and compiles inadequate documentation of process data to evaluate the types of delivery systems utilized in the CSCP 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 CSCP and the WVSSS.

• does not collect and compile documentation of process data to evaluate the types of delivery systems utilized in the CSCP nor shares with administrators.

• rarely 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.

Definitions:Comprehensive School Counseling Program (CSCP). consists of a structured, prevention-based program that is

an integral part of the total educational program designed to assist every student with the acquisition of skills, knowledge and dispositions described in competencies and objectives within the four standards of the WV Student Success Standards (WVSSS). The CSCP consists of four distinct delivery systems described in WVBE Policy 2315.

Delivery system. The means around which the counseling program is organized and delivered; includes four components: Integrated Delivery of the WVSSS, Personalized Student Planning, Responsive Services, and Student Supports.

Results data. Outcome data; how students are measurably different as a result of the program.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.

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Function 3A: PROGRAM RESULTSThe professional school counselor uses data to measure the results impact of the CSCP.

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 CSCP 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 CSCP and collaborates with stakeholders to effect revisions.

• analyzes multiple data sets to identify gaps in delivery systems and delivery of the WVSSS to establish goals to create a more balanced program.


• 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 CSCP and offers recommendations to school staff and administration.

• analyzes process data to identify gaps in delivery systems and delivery of the WVSSS to establish goals and create a more balanced program.


• 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 CSCP.

• incorrectly analyzes process data to identify gaps in delivery systems and delivery of the WVSSS to establish goals and create a more balanced program.


• 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 CSCP.

• does not analyze process data to identify gaps in delivery systems and delivery of the WVSSS to establish goals and create a more balanced program.

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 CSCP 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.WV Student Success Standards. The WVSSS describe the attitudes, knowledge, skills and behaviors all students

shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Function 3B: PROGRAM COMPLETENESS The professional school counselor evaluates the degree to which the School Counseling Program is implemented and aligns to West Virginia Comprehensive School Counseling Model.

Indicator 3B1 - Conducts Program Audit - The professional school counselor conducts an annual program audit to determine program completeness and guide continuous program improvement.



• 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 set annual goals 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 set annual goals to improvement program components that were identified as incomplete in the program audit.


• annually completes a program audit when prompted and shares results with the school principal.

• provides limited evidence program components identified in the program audit.

• works in isolation to set goals to improve program components that were identified as incomplete in the program audit.


• does not show evidence of completing 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.

• provides little evidence of setting and addressing goals to improve program components that were identified as incomplete in the program audit.

Definitions:Program audit. The WV School Counseling Program Audit assesses the completeness of the CSCP as

outlined in the WV School Counseling Model. The results of the program audit are used to set program improvement goals with the expected outcome of enhancing the success of all students through improved student services and supports.

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Function 3B: PROGRAM COMPLETENESS The professional school counselor evaluates the degree to which the School Counseling Program isimplemented and aligns to West Virginia Comprehensive School Counseling Model.

Indicator 3B2 - Documents Program Components - The professional school counselor maintains documented evidence of the implemented components of the school counseling program.



• annually develops a portfolio or a comprehensive compilation of documents that elaborates on all components of the CSCP (foundation, management system, accountability, curriculum scope and sequence, resources, and delivery system).

• provides a detailed plan and complete documentation of the CSCP 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 CSCP 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 CSCP (foundation, management system, accountability, curriculum scope and sequence, resources, and delivery system).

• provides documentation of the CSCP 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 CSCP 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 CSCP that provides monthly highlights.

• provides limited documentation of the CSCP through few sources (i.e. web pages, lesson plans, resource links, protocols, calendars, logs, counseling tools, and school-specific forms).

• uses CSCP 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 CSCP (foundation, management system, accountability, curriculum scope and sequence, resources, and delivery system).

• does not provide documentation of the CSCP 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 CSCP 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.

Definitions:Comprehensive School Counseling Program (CSCP). Consists of a structured, prevention-based program that is


Results data. Outcome data; how students are measurably different as a result of the program.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.

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Standard 4: Leadership and Advocacy The professional school counselor assumes a leadership role in advocating for student and program success.

Function 4A: STUDENT ADVOCACYThe 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.



• 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.

• methodically seeks information about student rights and school-wide and advocates for and champions the creation and updating of policies and practices that support student well-being.


• 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.

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.

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Function 4A: STUDENT ADVOCACYThe 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.


• 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 well-being.

• engages in new school-wide initiatives that contribute to student success and well-being 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 well-being of students.

• does not make recommendations for and/or actively engage in new school-wide initiatives that contribute to student success and well-being

Definitions:Champions. Leads efforts to affect positive change.

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Function 4B: FACILITATES TRAININGThe professional school counselor facilitates appropriate training for stakeholders and staff related to the CSCP 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.



• 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 related to the WVSSS and the CSCP.

• 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.

• designs materials/resources and uses 21st Century engaging media to attract larger audiences and make information available on an ongoing basis.


• 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 related to the WVSSS and the CSCP.

• 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 related to the WVSSS and the CSCP.

• 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 related to the WVSSS and the CSCP.

• 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.

Definitions:21st Century Engaging Media. interactive electronic media, PowerPoint, Websites, Webinars, etc.Traditional methods. lecture, printed handouts and newsletters, worksheets, etc.

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Function 4B: FACILITATES TRAININGThe professional school counselor facilitates appropriate training for stakeholders and staff related to the CSCP 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 CSCP and other school services and programs.



• systematically shares his/her professional expertise and assumes a leadership role in developing shared responsibility for the CSCP in order to create an inclusive cohort of colleagues who support the success of all students through an enhanced comprehensive program.

• designs, develops, and implements staff development and informally shares professional expertise as needed to gain support and understanding of the CSCP.

• seeks input from all stakeholders to fulfill staff professional development needs and builds a comprehensive program related to the CSCP in order to support student success.


• seeks ways to share his/her professional expertise in order to create an inclusive cohort of colleagues who support the success of all students through the CSCP and other school services and programs.

• leads staff development and informally shares professional expertise as needed to gain support and understanding of the CSCP.

• seeks input from stakeholders to fulfill staff professional development needs related to the CSCP in order to support student success.


• shares his/her professional expertise, only when asked, in order to create an inclusive cohort of colleagues.

• participates in staff development and when asked by others, informally shares professional expertise to gain support and understanding of the CSCP.

• seeks input from staff to fulfill staff professional development needs related to the CSCP 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 CSCP 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 CSCP.

• does not seek input from all stakeholders to fulfill staff professional development needs related to the CSCP in order to support student success.

Definitions:Comprehensive School Counseling Program (CSCP). Consists of a structured, prevention-based program that is


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Indicator 4C1 - Exhibits High Expectations - The professional school counselor exhibits high expectations for all students in daily practices and procedures of the CSCP.



• seeks input from all stakeholders to identify expectations for all students and collaborates to build a CSCP which addresses daily practices and procedures of the CSCP.

• designs and develops a system of evaluation to determine program outcomes and set improvement goals in collaboration with stakeholders.


• seeks input from all stakeholders to identify expectations for all students in daily practices and procedures of the CSCP.

• has established program evaluation tools to determine outcomes and set improvement goals.


• seeks input from staff to identify expectations for all students in daily practices and procedures of the CSCP.

• is beginning to develop and utilize various tools to determine program outcomes to guide program improvement.


• does not seek input from stakeholders to identify expectations for all students in daily practices and procedures of the CSCP.

• does not utilize a system of evaluation to determine the outcomes resulting from the CSCP.

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Indicator 4C2 - Champions Support - The professional school counselor champions support of the CSCP.



• champions support of the CSCP by designing, developing, and implementing a communication plan which utilizes 21st century engaging media and involves 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 community-sponsored activities and in order to champion the CSCP.

• in collaboration with stakeholders, designs, develops, and implements a variety of programs to create awareness and encourage parents and community members to participate in the CSCP activities.

• consistently communicates with and builds an extensive network of support for the CSCP through school and community events and other relevant collaborations with businesses, agencies and post- secondary 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 CSCP.

• plans a variety of programs and activities for stakeholders to create awareness and champion support of various CSCP and activities.

• builds a functional network of support of the CSCP through collaborations with school business partners, agencies and post- secondary 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 CSCP 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 CSCP and activities.

• has a limited network of support of the CSCP through collaborations with school business partners, agencies 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 CSCP.

• does not plan a variety of programs and activities for stakeholders to create awareness and champion support of the CSCP.

• does not have a functional network of support for the CSCP through collaborations with school business partners, agencies and post-secondary institutions to enhance school/community relationships.

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 CSCP 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.

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Indicator 4C3 - Contributes to Strategic Plan - The professional school counselor contributes to the school’s strategic planning.



• is an active member of the school’s strategic planning team, 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 CSCP is aligned with the strategic plan goals.

• promotes the CSCP 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 CSCP 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 CSCP 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 CSCP is aligned with the strategic plan goals.

• does not set or complete annual CSCP goals that align with relevant components of the school’s strategic plan.

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Standard 5: Professional Growth and ResponsibilitiesThe professional school counselor assumes responsibility for his/her professional growth and the growth of the school counseling profession.


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, seeks input from stakeholders to determine performance levels utilizing the WV School Counselor Performance Standards rubrics and sets annual goals to improve professional practice.

• sets appropriate professional development goals and seeks advanced certifications to address identified weaknesses based on results of the bi-annual self-reflection, the school’s strategic plan, and stakeholder input.

• models a high level of 21st Century practices by seeking advanced certifications, maintaining the highest recognized credentials in the counseling field, and mentor colleagues by supporting their acquisition of advanced certifications.


• completes a bi-annual self reflection to determine performance levels utilizing the WV School Counselor Evaluation Standards rubrics and regularly references the WV School Counselor Performance rubrics to guide practice.

• sets and successfully meets relevant professional growth goals to address identified weaknesses based on results of the bi-annual self-reflection.

• participates in professional development and seeks to mentor colleagues by sharing new resources and knowledge gained to support their professional growth.


• completes a self-reflection annually to determine performance levels utilizing the WV School Counselor Performance Evaluation rubrics and references the WV School Counselor Performance rubrics to guide practice.

• sets and shows progress toward professional growth goals that address identified weaknesses from performance evaluation performance level rubrics.

• participates in professional development and shares new knowledge and skills with colleagues when prompted by administration.


• does not complete a bi-annual self-reflection to determine performance levels utilizing the WV School Counselor Performance Standards rubrics.

• sets minimal professional growth goals to address identified weaknesses based on results of the bi-annual self-reflection, showing very little growth within the performance levels.

• attends professional development activities as required by administration, but does not share new knowledge/skills.

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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 communicate and collaborate with other school counselors at the national, state, and local levels in order to share and/or learn best practices.

• confers with other school counselors, administrators, and knowledgeable stakeholders when faced with a problem to determine a best-case resolution and shares proven solutions to recurring problems with others to enhance consistency of practice within the profession.


• seeks opportunities to communicate and collaborate with other school counselors at the state and local levels in order to share and/or learn best practices.

• confers with other school counselors, administrators, and knowledgeable stakeholders when faced with a problem to determine a best case resolution.


• communicates with other school counselors when prompted in order to learn best practices.

• confers with administration when faced with a problem to determine a best case resolution.


• does not seek opportunities to communicate and collaborate with other school counselors in order to share and/or learn best practices.

• does not confer with others when faced with a problem, but seeks solutions in isolation.

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Function 5B: LEGAL AND ETHICAL PRACTICESThe 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.



• retains a copy of the ASCA standards in their office, and demonstrates a clear and convincing working knowledge of ethical standards in all areas of daily practice.

• presents at and participates in ethics workshops, online seminars and literature reviews in order to assess his/her own ethical practices and makes necessary adjustments to align practices with ethical standards.

• models positive and appropriate interactions with all stakeholders and encourages replication from others, reports ethical concerns using proper protocol, and consults with colleagues when an ethical dilemma occurs 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.


• retains a copy of the ASCA ethical standards ensuring it is readily available and can reference appropriate standards when requested.

• participates in ethics workshops, online seminars and reviews literature , when prompted by administration, in order to assess their own ethical practices.

• models positive, appropriate interactions with administration, faculty, and students.


• does not retain a copy of the ASCA ethical standards in the office nor demonstrate a working knowledge of ethical standards in most areas.

• does not participate in ethics workshops, online seminars and reviews literature in order to assess their own ethical practices nor make necessary adjustments to align practices with ethical standards.

• does not model positive, appropriate interactions with stakeholders, nor reports ethical concerns using proper protocol.

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Function 5B: LEGAL AND ETHICAL PRACTICESThe professional school counselor adheres to professional ethical standards, policies and laws in conduct and practices.

Indicator 5B2 - Leads and Aligns with Policy Changes - The professional school counselor ensures that program practices align with current state and federal policies and laws.



• continually assesses program practices, examines federal, state, and county policies and developments and adjusts program practices accordingly.

• makes relevant program and practice revisions based on federal, state, and local policy changes and provides professional development to diverse stakeholders impacted by changes in order to convey relevance and impact to the stakeholders and the CSCP.

• leads the review and recommendation process for policy development and changes that promote school counseling best practices at the national, state, and local levels.


• continually examines county, state and federal policies and developments and adjusts program practices accordingly.

• makes relevant program and practice revisions based on federal, state, and local policy changes and informs students, families, and staff of relevance and impact to the CSCP.

• reviews and recommends policy development and changes that promote school counseling best practices at the local level.


• considers county, state and federal policies when examining program practices.

• makes program and practices revisions as a result of policy changes when prompted by administration.

• reviews policy development and changes that promote school counseling best practices at the local level.


• does not examine county, state and federal policies and developments or adjust program practices accordingly.

• does not make program or practice changes based on federal, state, and local policy changes.

• does not review and recommend policy development and changes that promote school counseling best practices at the local level.

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Function 5C: GROWTH OF PROFESSIONThe 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).

• actively participates in national, state and local leadership meetings and planning of professional development and resource development for school counselors.

• actively leads networking efforts to share best practices through appropriate committees within the national, county and state school counseling profession.

• models ethical leadership, mentors colleagues, and supports leadership involvement and growth of peers.


• is an active member of a local professional school counseling network.

• actively participates in local and/or state meetings or professional development events that support and improve practice.

• participates in networking efforts to share best practices through appropriate committees within the county and/or state school counseling profession.

• mentors novice colleagues or others who face challenges in order to build local and state collegiality.


• retains membership, but is not an active member of a local professional school counseling network.

• attends local meetings or professional development events that support and improve practice.

• participates in at least one annual meeting of an appropriate committee within the county and/or state school counseling profession.

• mentors others when prompted by administration in order to build local collegiality.


• is not a member of a local professional school counseling network.

• does not participate in local and/or state meetings or professional development events that support and improve practice.

• does not participate in networking efforts to share best practices through appropriate committees within the county and/or state school counseling profession.

• does not mentor novice colleagues or others who face challenges in order to build local and state collegiality.

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Function 5C: GROWTH OF PROFESSIONThe 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 CSCPs and the profession.



• actively seeks opportunities to lead and participate in activities that significantly impact the growth of the school counseling profession on a local, state and national level.

• takes a leadership role at the local level by organizing CSCPmatic level team meetings and county multi-level counselor meetings to assist school and county system in creating and aligning with best practices.

• creates opportunities for and systematically provides professional development at the national, state and local level.


• actively seeks opportunities to participate in activities that significantly impact the growth of the school counseling profession on a local, state and/or national level.

• advocates for and attends CSCPmatic level team meetings and county multi-level counselor meetings.

• systematically provides professional development at the school, county and state level.


• participates in activities that significantly impact the growth of the school counseling profession on a local and/or state level.

• attends school counseling programmatic level team meetings and county counselor multi-level meetings as requested by administration.

• provides professional development at the school level.


• does not participate in activities that significantly impact the growth of the school counseling profession on a local, state and/or national level.

• does not participate in or frequently misses CSCPmatic level team meetings and county counselor meetings.

• does not provide professional development at the school, county and state level.

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Standard 1: Positive Climate and Cohesive CultureIn 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 ValuesThe 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 AllThe 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 EnvironmentThe 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 CouncilsThe school teams and councils function effectively to advance the mission and goals of the school through leadership, planning and problem-solving. Function C: Teacher LeadershipTeachers 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.

West Virginia Standards for High Quality Schools

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Standard 3: Standards-Focused Curriculum, Instruction and AssessmentsIn 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 student-centered and fosters student reflection, intellectual inquiry and self-direction. Function B: Standards-Focused CurriculumTeachers implement a standards-focused curriculum aligned with the Next Generation Standards and Objectives for West Virginia Schools and the Next Generation Learning Skills and Technology Tools.Function C: Instructional PlanningTeachers design long and short term instructional plans for guiding student mastery of the Next Generation Standards and Objectives based on the needs, interests and performance levels of their students.Function D: Instructional DeliveryTeachers 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 ConnectionsIn 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 RelationshipsPositive relationships exist between the school staff and the students, families and the larger community.Function B: Student Personal DevelopmentThe school staff attends to student physical, social-emotional and academic well-being 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 PartnershipsThe school staff forms partnerships with various community agencies and organizations to enhance the ability to meet the needs of all students.

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Standard 5: Educator Growth and DevelopmentIn 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 DevelopmentThe 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 SupportThe 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: FacilitiesFacilities are clean, well maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students.Function B: Fiscal ResourcesPolicies and processes are established and applied to obtain, allocate and efficiently manage school fiscal resources.Function C: PersonnelHigh 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 InfrastructureThe school has appropriate technology infrastructure and utilizes data information systems and technology tools to support management, instructional delivery and student learning.

Standard 7: Continuous ImprovementIn 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 StructuresThe 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 ResultsThe staff monitors changes in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all stakeholders.

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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, program outcomes and completeness to include: the school counselor performance standards, evaluation system self-reflection and goal setting and completion to drive continuous improvement, 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 CSCP.

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.

Artifacts. Documents or other tangible evidence that may be included in a portfolio or used to substantiate school counselor performance.

At-risk students. 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. Indicate that counselors have consistently used these practices and received desired outcomes

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 achievement gap. Refers to the difference in achievement levels generally between privileged students and typically low performing students from various minority groups or low socioeconomic families.

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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 Counseling Program (CSCP) – consists of a structured, prevention-based program that is an integral part of the total educational program designed to assist every student with the acquisition of skills, knowledge and dispositions described in competencies and objectives within the four standards of the WV Student Success Standards (WVSSS). The CSCP consists of four distinct delivery systems described in WVBE Policy 2315.

Confidentiality – Each student and family has the right to privacy and the expectation that the school counselor/student relationship complies with all laws, policies and ethical standards pertaining to confidentiality in the school setting. The counselor has a duty to ensure that personal information shared by the student and/or parents/guardians with the counselor remains confidential unless the information pertains to harm to self or others. School counselors are required to adhere to FERPA guidelines and the ASCA Code of Ethics to protect confidential student information.

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.

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.

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Crisis Response – Crisis response provides prevention, intervention and follow-up to individual and school-wide crises that impact students, staff, or families. Crisis response is normally temporary in nature and includes a variety of research-based interventions to support individuals or group needs. School counselors should adhere to W. Va. Code §18-9F-1 in relation to the school crisis plan. Long term reactions to a crisis may result in a referral to appropriate community or school-based resources and follow-up interventions.

Crosswalk (West Virginia Student Success 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 within each programmatic level and each content area.

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: Integrated Delivery of the WVSSS, Personalized Student Planning, Responsive Services, and Student Supports.

Developmental counseling program. 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.

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.

Ethical Standards – School counselors are bound to behave ethically, exhibiting the highest standards of practice. WV school counselors must align their practices with the American School Counselor Association ethical standards.

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.

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Family Education Rights and Privacy Act (FERPA) – FERPA provides legal guidance for disclosure of personally identifiable student information, including education records. Individuals, including school officials, without a “legitimate educational interest” may not access student records without parental consent. School Counselors shall be knowledgeable of and follow federal guidelines of the Family Policy Compliance Office in the U.S. Department of Education 20 U.S.C. §1232g; 34 CRF Part 99.

Foundation. Includes the beliefs, philosophies, mission, domains, and ASCA National Standards and competencies.

Global Citizenship – Global citizenship is a voluntary association with the global community that identifies with the universalities of the human experience. It promotes intercultural competency, principled decision-making and responsible participation in various types of communities. Global citizens act in the spirit of understanding that all individuals and groups have equal rights to freedom, privileges, respect and resources without regard to such distinctions as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth, sexual orientation or other status. The global citizen standard in this policy describes attitudes, knowledge, skills and behaviors students need to succeed in a global society.

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 for small groups of students experiencing similar difficulties that impede school success and may include relationships or other personal concerns, behavioral issues, school adjustment issues, attendance problems, academic concerns, or developmental issues. Small-group counseling is skills-based, aimed at helping students with similar concerns develop strategies that improve personal and school success. Small group counseling normally occurs during non-instructional time or is staggered between class periods, minimizing absences during instruction while building coping and school success skills. Group counseling in schools is short term in nature and normally occurs for 30-50 minutes once a week for 4-7 weeks. Students needing more intensive therapeutic counseling should be referred to school and/or community mental health professionals. Group counseling lessons are available at http:// wvde.state.wv.us/counselors/group-lessons.html.

Inappropriate school counseling activities. Any activity or duty not related to the development, implementation, or evaluation of the counseling program found. Examples are found on page 19 of the WV School Counseling Model.

Indicator. Measurable evidence that individuals have abilities, knowledge, or skills for a specific competency.

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Indirect services. Are directly related to planning, designing and implementing the CSCP and include the management of resources, consultation, collaboration and teaming, advocacy and the coordination of services related to the CSCP.

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.

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.

Informed Consent – Informed consent involves seeking written permission from parents of minors for services typically not provided by certified school staff and is required when students receive services from non-school employees. Students under the age of consent may assent to school counseling services without parent permission because the comprehensive school counseling program is a required school component as per WVBE Policy 2510. Therefore, school counselors are not required to seek parental permission for students to benefit from any component of the school counseling program as defined in this policy. As best practice, counselors may inform parents if students will be missing significant, ongoing instructional time for such activities as group counseling, educational programs outside the school, or peer helping training programs.

Integrated Delivery of WV Student Success Standards – The WVSSS describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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 program. Individual staff responsibilities, accountability, and the cooperation among resource persons responsible for program results are outlined.

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Master calendar. A master calendar of school counseling 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.

Matriculation. A process of coordinating the linking of two or more educational systems within a community.

Mission statement. A statement which outlines the purpose or vision of the school counseling program. 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 program and can be found on page 19 of the WV School Counseling Model.

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 CSCP, and personal and professional characteristics. Specifies contract status recommendations and indicates summative evaluation of school counselor effectiveness.

Performance evaluation. Assessment of school counselor practices related to goals aimed at improving professional practices that enhance CSCP implementation

Personal/social development. Maximizing each student’s individual growth and social maturity in the areas of personal management and social interaction.

Personalized education plan (PEP). In grades PK-7 the PEP 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 academic and 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.

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Personalized Student Planning – Personalized student planning includes providing opportunities for students to discover their interest in emerging careers. Ongoing opportunities at all programmatic levels are provided during the school day for career exploration and self-discovery. Personalized planning allows student to develop academic skills, identify interests, maximize strengths, minimize weaknesses, set and reach personal/educational goals and realize their career aspirations. A Personalized Education Plan (hereinafter PEP) is developed collaboratively, involving students, parents/guardians and school staff.

Philosophy. A set of principles guiding the development, implementation, and evaluation of the program.

Postsecondary 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, skills and dispositions outlined in the WVSSS to address issues known issues that interfere with the learning process including – bullying, harassment, substance abuse, anger management, 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. The WV School Counseling Program Audit assesses the completeness of the CSCP as outlined in the WV School Counseling Model. The results of the program audit are used to set program improvement goals with the expected outcome of enhancing the success of all students through improved student services and supports.

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 the counselor to determine progress, completeness, or quality of the program aimed at ensuring a process of continuous improvement that is driven by the WV School Counseling Program Audit.

Program management. Activities that develop, monitor, and evaluate the implementation of the comprehensive school counseling program (CSCP).

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.

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Responsive Services – Events and situations in students’ lives and the school climate and culture often impede student success. Responsive services offer preventive activities and programs to address the identified needs of students in each school, as well as evidence-based interventions to address targeted student needs. The services include working with at-risk students to provide the help and support needed to ensure grade level success. Usually short-term in nature, responsive services include individual and small group counseling; academic and behavior intervention plans, crisis prevention and response; consultation with parents/guardians and other school staff; and referrals to school and community resources. Some students may require an immediate and expert response to assist with an academic, emotional or behavioral crisis of a severe nature. In cases where students require ongoing support or therapy, the counselor makes appropriate referrals and works with families to secure appropriate resources within the school or community. Schools identify who will coordinate and follow-up on each referral. The school counselor collaborates with stakeholders to create a school-wide, prevention-based approach to individual and school crises and has a crisis plan in place to address the mental health component of common school-wide crises. The school crisis team educates other stakeholders to assist with school-wide crisis preparedness, prevention, intervention and response, outlining responsibilities and best practices in the school crisis planning and response.

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 program.

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 CSCP 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.

Standards Based Program. A CSCP that is based on core foundational standards including the WV Student Success Standards (WVSSS) and the school counselor performance standards.

Student data - student needs assessment, attendance, demographic information, grades, discipline, special learning needs, school culture surveys, interest and learning styles inventories, etc.

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Student Supports –The student support component of the CSCP consists of a systemic, coordinated approach of developing and implementing programs and activities within the school and community aimed at supporting the success of all students. High quality education programs provide well-designed student support systems, ensuring that the learning environment is safe and supportive and that the academic, social and emotional, and career development needs of students are identified and addressed. The school counselor collaborates with stakeholders to ensure school-wide coordination of the CSCP and other student support programs. Schools design and identify programs and resources that address identified student needs and enhance the success of each child. Additionally, students

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 CSCP. 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 http://wvde.state.wv.us/forms/counselors-log to determine distribution of time and assess alignment with recommended time usage according to the rubric in WVBOE Policy 2315.

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 http://wvde.state.wv.us/counselors/protocols.html

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 in our Career and Technical Education website http://careertech.k12.wv.us/.

WV Virginia School Counselor Standards Performance Rubrics. Rubrics contain performance level descriptors designed to help counselors self-reflection on their own performance levels and used for goal setting to move toward the goal of being an accomplished school counselor who leads effective, results-driven CSCPs.

WV Student Success Standards - The WVSSS describe the attitudes, knowledge, skills and behaviors all students shall develop in relation to academic and learning development; career and life planning; personal and social development; and global citizenship. The WVSSS are critical to the holistic development of all students and require integration into all aspects of each student’s educational experience utilizing a collaborative delivery system and a variety of delivery modalities. The WVSSS are the foundational standards for each CSCP and found in WVBE Policy 2315.

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Standards Self Assessment and Evidence Form School Year ________

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Standard 1: Program Planning, Design and Management. The professional school counselor plans, designs and manages comprehensive school counseling program (CSCP) aligned with the West Virginia Model.

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Function 1A: PROGRAM PLANNINGPlans a comprehensive school counseling program (CSCP) that addresses the West Virginia Student Success Standards (WVSSS) and all four delivery systems as describe in WVBE Policy 2315.Function 1B: PROGRAM DESIGNDesigns a balanced CSCP.Function 1C: PROGRAM MANAGEMENTManages a CSCP.Function 1D: STAKEHOLDER COLLABORATIONCollaborates with stakeholders to plan and manage the CSCP.

Evidence (examples) Brief Description 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

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Function 2A: PROGRAM DELIVERY - Ensures the delivery of a CSCP 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 the West Virginia Student Success Standards (WVSSS) 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 (examples) Brief Description 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 � Observations Peer 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

Standard 2: Program Delivery. The professional school counselor facilitates delivery of the WV Comprehensive Developmental School Counseling Program (CSCP) for all students.

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Function 3A: PROGRAM RESULTSUses data to measure the results and impact of the school counseling program.Function 3B: PROGRAM COMPLETENESSEvaluates the degree to which the school counseling program is implemented and aligned to West Virginia Comprehensive School Counseling Model.

Evidence (examples) Brief Description Comments � CSCP 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

Standard 3: Data Driven Accountability and Program Evaluation. The professional school counselor examines school, student, and program data to annually evaluate CSCP results and to assure program completeness.

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Function 4A: STUDENT ADVOCACYAdvocates for success of ALL students.Function 4B: STAKEHOLDER TRAININGFacilitates appropriate training for stakeholders and staff related to CSCP mission.Function 4C: PROGRAM ADVOCACYAdvocates for and promotes the Comprehensive School Counseling Program (CSCP).

Evidence (examples) Brief Description 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

postsecondary � Document of student re-

entry 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

Standard 4: Leadership and Advocacy. The professional school counselor assumes a leadership role in advocating for student and program success.

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Function 5A: Knowledge and SkillsEnhances knowledge and skills to advance professional practice.Function 5B: Legal and Ethical PracticesAdheres to professional ethical standards, policies, and laws in conduct and in practices.Function 5C: Growth of ProfessionContributes to growth of the school counseling profession.

Evidence (examples) Brief Description 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

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.

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Annual School Counseling PlanCounselor Name ________________ School ______________________ School Year______

Annual School Counseling Work PlanDIRECTIONS: Please refer to the Professional School Counselor Performance Standards found on pages 36 & 37 of the State Model booklet and the descriptive rubrics found on the front page of WVDE school counseling website http://wvde.state.wv.us/counselors/documents/school_counselor_standards-bookletFINAL2012.pdf. If you have multiple goals in one standard, please duplicate that component of this work plan template.

Standard 1: Program Planning, Design and ManagementGoal:

Action Steps Who? Collaborate with? By When Progress

Standard 2: Program Delivery

Integrated Delivery of the WV Student Success StandardsGoal:


Integrated Delivery of the WV Student Success StandardsData Used to identify priority standards for each Grade level:

List priority standards for each grade in your programmatic level

Grade __

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Grade __

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Charlene Sullivan & Holly Wilson

East Fairmont Middle School 2014-2015

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Standard 2: Program DeliveryPersonalized Student PlanningGoal:


Personalized Student PlanningGoal:


Student SupportsGoal:


Standard 3: Data Driven Accountability and Program EvaluationGoal:


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Standard 4: Leadership and AdvocacyGoal:


Standard 5: Professional Growth and ResponsibilitiesGoal:


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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 AdamsBarbara Ashcraft BradyTara BeeDianne BoggessIestyn BrightDr. Lisa Burton, Ph.D., NCC, LPCShelly DeBerryAnita DeckAmie FazalereCathy GreweMrs. Priscilla HadenChuck HeinleinDr. Pat HendersonDr. Pat HombergCarla HunterJoseph ShepherdAngela JonesDebi LewisMrs. Gail ManchinGeorge Michael

Penny Morgan-RinkerNicki ParrishDavid RobertsDr. Bob RubensteinDr. Christine J. SchimmelBarbara SpencerJill ZurbuchDoug CoxDavid DillyAmy GogasJovanna LacariaLeigh Ann PageRebecca DerengePatrick LeggettMike FikeRosemary JenkinsLori WigginsLisa HedrickRobert Hagerman

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Notes

Michael J. Martirano, Ed.D.State Superintendent of Schools