WEST VIRGINIA DEPARTMENT OF EDUCATION
West Virginia School Counseling
Program Audit
The program audit is used to assess the school counseling program in
comparison with West Virginia’s Model for School Counseling Programs.
Audits serve to set the standard for the school counseling program.
Audits should be performed when a school counseling program is being
designed and then annually to appraise the progress of the program
development.
Instructions:
The school counseling program audit is used to assess the school counseling program. This document helps school counselors
identify strengths and weaknesses of the school counseling program and provides an opportunity for school counselors to
discuss areas for continued program improvement.
The audit is first completed by the school counselor(s) when a comprehensive school counseling program is first being
developed or when the program is first being assessed. It is then continually reviewed and updated at least annually to
evaluate the progress of the program.
After completing the audit the data is analyzed to determine: major strengths and program areas in need of strengthening.
Once strengths are identified these areas should be examined to see how similar results maybe replicated in other areas. The
program areas in need of strengthening need to be prioritized and up to three need to be addressed using the SMART Goals
Format (see example).
The end results of the audit can then be shared with administrators and the advisory council to inform them of the direction
and needs of the program.
Foundation
The school counseling program’s foundation serves as the solid ground upon which the rest of the
comprehensive program is built. The purpose of this component is to establish the focus of the
comprehensive school counseling program based on the academic, career, and personal/social
needs of the student in the school.
Beliefs
1.1. Presence of an agreed upon belief system about the ability of
ALL students to obtain academic, career and personal/social
success
1.2. Addresses student developmental needs and focuses on a
Three Tier Model (Universal, Targeted and Intensive) for a
Comprehensive School Counseling Program
1.3. States a data-driven accountability system is in place to
monitor and evaluate the Comprehensive School Counseling
Program
2. Vision Statement
2.1. The school counseling program has a clear set of goals and
priorities, which are aligned with national, state, local and school
visions.
2.2. The vision reflects current student needs and is believable
and achievable.
3. Mission Statement
3.1. The school counseling program has a focus and direction
guided by national, state, local and school mission statements.
3.2. The mission statement is a collaborative effort, written and
approved by, the various stakeholders.
4. Program Goals
4.1. The program addresses academic, career and personal/social
1234Unsatisfactory Emerging Accomplished Distinguished
development that is sequential, comprehensive in scope and data
driven.
5. West Virginia Student Standards
5.1. Designs, implements, evaluates and revises the school
counseling program to comprehensively address West Virginia
Student Standards.
6. School Counselor Professional Competencies and Ethical Standards
6.1. West Virginia Professional School Counselor Performance
Standards have been reviewed adhering to professional ethical
standards and applicable laws.
Subtotal for Foundation:
Program Management
The management system of the model provides organizational processes and tools designed to
manage a school counseling program.
1. West Virginia School Counselor Evaluation
1.1. Professional School Counselor Evaluation is completed in
accordance with state and local guidelines.
2. Annual Agreement
2.1. An annual agreement is created and signed by the school
counselor(s) and supervising administrator.
2.2. The annual agreement(s) include rationale for use of time
based on data and goals, lists school counselors roles and
responsibilities and targets areas for school counselor
professional development.
3. Advisory Council
3.1. An advisory council has been created with members of the
school and community stakeholders who advise and advocate for
the school counseling program. This includes advising on school
counseling program goals, reviewing program results and making
recommendations.
3.2. The advisory council meets at least twice and maintains
agenda and minutes
4. Use of Data
4.1. School Counseling Program data (process, perception,
outcome) are collected and reviewed and inform program
decisions.
4.2. Results are organized and shared with relevant stakeholders.
5. Action Plans
5.1. School Counseling Program use data to develop curriculum,
small-group and closing the gap action plans that are consistent
with the program goals and competencies.
5.2. Results (process, perception and outcome), stated in terms of
what the student will demonstrate, will be collected.
6. Curriculum Lesson Plan
6.1. Implement developmentally appropriate classroom/group
activities based upon student and school data.
7. Use-of-Time Assessment
7.1. The comprehensive school counseling program is consistent
with WVBOE Policy 2315 regarding distribution of time.
8. Calendars (Annual & Weekly)
8.1. The school counselors develop and publish calendars of
school counseling activities to inform all stakeholders of what,
when and where school counseling activities will be held.
8.2. The calendars reflect activities of a comprehensive school
counseling program related to academic, career and
personal/social domains.
Subtotal for Program Management:
Delivery System
The Delivery System focuses on the method of
implementing the school counseling program to
students.
1. Guidance Curriculum
1.1. Assist and/or deliver school counseling curriculum lessons in
classroom and large-group settings.
2. Individual Student Planning
2.1. Provide appraisal and advisement to assist all students with
academic, career and personal/social planning.
3. Responsive Services
3.1. Provide individual and group counseling to students with
identified concerns and needs
4. System Support
4.1. Engages in activities (referrals, in-service training,
community outreach, consultation, etc.) that enhance the
comprehensive school counseling program.
Subtotal for Delivery System:
Accountability
School counselors use evaluation to answer the question, “How are students different as a result of
the school counseling program?”
1.Data Analysis and Results
1.1. The counseling program gathers, analyzes and uses multiple
types of data (results, process and perception) to plan and design
program improvement.
1.2. Program results are shared with stakeholders.
2. Evaluation and Improvement
2.1. The counseling program analyzes the effectiveness of various
delivery systems and interventions to drive improvement and
enhance student results.
2.2. School counselor evaluation(s) are conducted to inform
program improvement.
Subtotal for Accountability:
Total for School Counseling Program Audit:
Directions for Analyzing Audit:
1. Review the Program Audit.
2. List the areas that are major strengths.
3. List the program areas in need of strengthening. From the list of areas in need of strengthening, identify activities or
components that could be replicated in other areas. For the areas in need of improvement, prioritize up to three areas.
4. Using the SMART Goals Process (see attached example) address the areas that were prioritized as in need of improvement.
Complete a SMART Goal Sheet for each area.
Major Strengths
Program Areas in need of
strengthening
SMART Goals Worksheet Example
School
Year
School Counselor(s)
Based on the work of G. T. Doran (1981)
SMART goals
Specific Area: What is the specific area
based on the audit that needs improved?
Measurable: How will we measure the
effectiveness of the improvement?
Attainable: Is this a realistic change for
the program?
Relevant: Does this improvement make a
difference for student achievement and
success?
Time Frame: When will our
improvement be accomplished?
(suggested: one month, six months, a
year, etc.)
Based on the information above, write a single goal statement sentence (Example: By the end of the school year, a mission
statement will be developed that reflects the school mission statement and indicates results desired for all students.)