West Virginia School Counselor Performance Standards Standard 1: Program Planning, Design and Management
The professional school counselor collaboratively plans, manages and designs the comprehensive, developmental school
counseling program.
Function 1A: PROGRAM PLANNING
The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic,
career and personal/social domains.
Indicator 1A1
LEVEL OF PERFORMANCE
DISTINGUISHED
Balanced
Program
The
professional
school
counselor
designs and
plans a datadriven school
counseling
program that
addresses all
domains and
includes all
delivery system
components.
The counselor
ACCOMPLISHED
The counselor
EMERGING
The counselor
utilizes diverse stakeholders and
multiple sets of data to plan and
design a research-based,
standards-driven, balanced
school counseling program
,which fully addresses the
academic, career, and
personal/social needs of all
students.
utilizes stakeholders and
student and school data to
plan and design a researchbased, standards-driven,
balanced school counseling
program, which addresses
the academic, career, and
personal/social needs of all
students.
uses limited data sources
and collaboration when
planning the school
counseling program which
does not fully address the
academic, career, and
personal/social needs of all
students.
plans and facilitates a systemic
approach to ensure all delivery
systems are used and all
domains are provided for all
students based on school and
student data.
facilitates delivery of a
program to ensure all
delivery systems are used
and all domains are provided
for all students based on
school and student data.
facilitates delivery of an
unbalanced system ,giving
unequal emphasis to one or
two delivery systems or
domains and does not meet
the needs of all students.
UNSATISFACTORY
The counselor
does not use data
sources and
collaboration when
planning the
school counseling
program.
does not ensure
all delivery
systems and all
domains are used
and provided for
all students based
on school and
student needs.
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Glossary:
Multiple sets of data—(need to define this to distinguish from those sources of student and school data)
Delivery systems--individual student planning and counseling, group counseling, classroom guidance, responsive services, and student
supports
Domains--academic, career, and personal/social
Function 1A: PROGRAM PLANNING
The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic,
career and personal social domains.
Indicator 1A2
LEVEL OF PERFORMANCE
DISTINGUISHED
The counselor
Collects and
Uses Data
The professional
school counselor
uses various kinds
of student data to
guide the
counseling
program and to
plan, differentiate,
and modify
services to best
meet the needs of
students.
annually administers and
analyzes programmatic level
student needs assessment to
determine academic, career
and personal/social
development needs of students
and shares resulting data with
all stakeholders to plan,
differentiate, and modify
services to best meet the needs
of students.
collects and uses student
assessment and inventory
data state and national
student data, as well as
school data to make informed
decisions when planning the
school counseling program.
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The counselor
annually administers and
analyzes programmatic
level student needs
assessment to determine
academic, career and
personal/social
development needs of
students shares resulting
data with administration to
plan, differentiate, and
modify services to best
meet the needs of
students.
collects and uses student
and school data to make
informed decisions for the
school counseling
program.
EMERGING
The counselor
annually administers
programmatic level
student needs
assessment to determine
academic, career and
personal/social
development needs of
students.
is aware of school data
and occasionally uses it
to make informed
decisions when planning
the school counseling
program.
UNSATISFACTORY
The counselor
does not administer
programmatic level
student needs
assessment to
determine academic,
career and
personal/social
development needs of
students.
does not collect or
use data to make
informed decisions
when planning the
school counseling
program.
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Glossary:
Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and
leadership, parents, and community members and leaders.
Student data—student needs assessment, attendance, demographic information, grades, discipline, special learning needs, etc.
Additional student assessment and inventory data-- RAZE, PLAN, EXPLORE, ACT, SAT, WESTEST 2, & NAPE
School data-- attendance, grades, discipline records, detention rates, graduation rates
State and national student data-- SREB data, state report card data, and Kids Count data
3 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Function 1A: PROGRAM PLANNING
The professional school counselor plans a comprehensive, developmental program that is balanced between delivery systems and the academic, career
and personal social domains.
Indicator 1A3
LEVEL OF PERFORMANCE
DISTINGUISHED
Uses Program
Data
The professional
school counselor
collects and uses
school
counseling
program data to
make
adjustments to
the school
counseling
program.
The counselor
annually conducts and
analyzes the school
counseling program audit,
and shares the results with
all stakeholders, to
determine the
effectiveness of various
programs and
interventions and guide
decision-making about the
school counseling
program.
sets and documents
annual priority goals and
develops a sequential plan
for program improvement
by collaborating with all
stakeholders, examining
program completeness
and identifying areas of
strengths and weakness.
ACCOMPLISHED
The counselor
EMERGING
The counselor
UNSATISFACTORY
The counselor
annually conducts and analyzes
the school counseling program
audit and shares the results with
administration, appropriate
school staff, and appropriate
district leaders to determine the
effectiveness of various
programs and interventions and
guide decision-making about the
school counseling program.
annually conducts and
analyzes parts of the
school counseling
program audit to
determine the
effectiveness of
various programs and
interventions and
guide decision-making
about the school
counseling program.
does not conduct or analyze
the school counseling
program audit to determine
the effectiveness of various
programs and interventions
and guide decision-making
about the school counseling
program.
sets and documents annual
priority goals and develops an
annual plan based on feedback
from school staff, administration
and county coordinator after
examining program
completeness and identifying
areas of strengths and
weakness.
sets annual priority
goals, after examining
program
completeness, without
feedback from any
stakeholder.
does not set annual priority
goals or develop an annual
plan based on feedback from
school staff, administration
and county coordinator after
examining program
completeness and identifying
areas of strengths and
weakness.
Glossary:
• Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership,
parents, and community members and leaders.
Function 1B: DESIGNS PROGRAM
4 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1B1
The professional school counselor designs a balanced comprehensive, developmental school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Establishes a Vision The counselor
and Mission
collaborates with stakeholders,
The professional
including an advisory council, to
school counselor
create clear mission, vision, and
collaborates with
philosophy statements for the
others to create a
foundational components of the
clear mission and
school counseling program,
vision and to
establishes goals and priorities
establish goals and
aligned with these statements,
priorities for the
and publishes these documents
school counseling
on the school's website, in school
program.
counseling brochures, and in the
student handbook.
Indicator 1B1
The counselor
EMERGING
The counselor
UNSATISFACTORY
The counselor
collaborates with stakeholders, to
create mission, vision, and
philosophy statements for the
foundational components of the
school counseling program,
establishes goals and priorities
aligned with these statements,
and publishes these documents
on the school's website, in school
counseling brochures, and in the
student handbook.
can articulate the
mission and
vision statement
of the school
counseling
program and has
established limited
goals and priorities
aligned with these
statements.
cannot articulate the
mission and vision
of the school
counseling program
and has not
identified goals and
priorities aligned
with these
statements.
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.
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.
presents limited
evidence to
administration that
that foundational
components focus
on students as the
primary client,
indicating desired
long range results
for all students
and guide program
design.
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.
collaborates with stakeholders to
conducts an annual review and
participates in an
does not conduct an
5 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 ACCOMPLISHED
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Establishes a Vision
and Mission
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.
update of the mission, vision and
philosophy statements to reflect
current student needs and
alignment with the school’s vision
mission, and philosophy
statements.
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.
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.
Glossary:
Stakeholders— Any person who assists with or benefits from the school counseling program and may include: students, school staff and
leadership, parents, and community members and leaders.
Advisory Council— An advisory council is a representation of all elements of the school and community appointed to audit the school
counseling program goals and to make recommendations to the department, the administration, and the school board regarding
program priorities; may be an existing team that spends two meetings per year focusing on evaluating and making recommendations
for the school counseling program.
Foundational components - Includes the beliefs, philosophies, mission, domains, and ASCA National Standards and competencies.
Documentation – artifacts counselors use to document the school counseling program: logs, operational schedules, sign-in sheets, agendas, data
collection tools, etc.
Function 1B: DESIGNS PROGRAM
The professional school counselor designs a balanced comprehensive, developmental school counseling program.
6 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1B2
LEVEL OF PERFORMANCE
DISTINGUISHED
Student and
Counselor
Standards
The professional
school counselor
adheres to state
student standards
and professional
school counselor
performance
standards when
designing the school
counseling program.
Indicator 1B1
The counselor
The counselor
EMERGING
The counselor
UNSATISFACTORY
The counselor
annually designs,
implements, evaluates,
and revises the school
counseling program to
comprehensively address
both student standards
and school counselor
performance standards.
annually designs and
implements a school
counseling program to
comprehensively address
both student standards
and school counselor
performance standards.
designs a school
counseling program that
marginally addresses
student standards and
school counselor
performance standards.
does not annually design and
implement a school
counseling program to
comprehensively address
both student standards and
school counselor
performance standards.
with input from the all
stakeholders, assures
that the program is
standards-based and
aligned with the school’s
strategic plan and
priorities for each grade
are established based on
student, school and
community data.
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
designs and implements
practices that are aligned
implements practices that
are inconsistently aligned
does not design and
implement practices that are
7 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 ACCOMPLISHED
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Student and
Counselor
Standards
aligned with student
standards and school
counselor performance
standards as evidenced
through calendars,
curriculum maps, and
lesson plans.
with student standards
and school counselor
performance standards
as evidenced through
calendars, curriculum
maps, and lesson plans.
with student standards
and school counselor
performance standards
as evidenced through
calendars, curriculum
maps, and lesson plans..
aligned with student
standards and school
counselor performance
standards as evidenced
through calendars, curriculum
maps, and lesson plans.
Glossary:
Stakeholders— Any person who assists with or benefits from the school counseling program and may include: students, school staff and
leadership, parents, and community members and leaders.
Advisory Council— An advisory council is a representation of all elements of the school and community appointed to audit the school
counseling program goals and to make recommendations to the department, the administration, and the school board regarding
program priorities; may be an existing team that spends two meetings per year focusing on evaluating and making recommendations
for the school counseling program.
Student standards - West Virginia’s student standards are aligned with the nine National Standards for School Counseling that are
organized in three categories of student development: academic, career and personal/social. Each of the nine standards includes
competencies that enumerate the desired student learning outcomes and define the specific knowledge, attitudes and skills that
students should obtain or demonstrate as a result of participating in a school counseling program.
School counselor performance standards - West Virginia has five school counselor standards. Each standard has a set of functions and
indicators. Rubrics have been designed to help counselors align their practices and their school counseling programs to achieve optimal student
growth and success as a result of the school counseling program.
Function 1B: DESIGNS PROGRAM
8 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1B3
The professional school counselor designs a balanced comprehensive, developmental school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Scope and Sequence
The professional
school counselor
designs a school
counseling program
that is sequential,
comprehensive in
scope, based on
student competencies
and integrated within
the school curriculum
when appropriate.
The counselor
The counselor
EMERGING
The counselor
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 crosscurricular delivery system.
engages school staff,
administration, and the
advisory council when
designing the scope
and sequence, crosswalks with other
content areas, and
plans a collaborative
school-wide crosscurricular delivery
system.
engages the
administration when
designing the scope and
sequence, cross-walks
with other content areas,
and plans a limited
school-wide crosscurricular delivery
system.
uses multiple data
sources from all
stakeholders to annually
design and revise the
school counseling
program’s scope and
sequence to address
identified academic, career,
and personal/social
development needs of
students.
uses student data and
school data to
annually design and
revise the school
counseling program’s
scope and sequence to
address identified
academic, career, and
personal/social
development needs of
students.
uses limited data sources
to annually design and
revise the school
counseling program’s
scope and sequence to
address identified
academic, career, and
personal/social
development needs of
students.
9 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 ACCOMPLISHED
UNSATISFACTORY
The counselor
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 schoolwide cross-curricular delivery
system.
does not use data sources to
annually design and revise
the school counseling
program’s scope and
sequence to address
identified academic, career,
and personal/social
development needs of
students.
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator B1
Scope and Sequence
designs, implements,
evaluates, and revises a
scope and sequence that is
developmentally
appropriate and addresses
state student competencies
and standards.
plans activities and
interventions, recognized
as best practices by the
district, related to the
competencies that utilize
state and/or national best
practices and integrated
with other curricular areas.
designs and
implements a scope
and sequence that is
developmentally
appropriate and
addresses state student
competencies and
standards.
plans activities and
interventions related to
the competencies that
utilize state and/or
national best practices
and integrated with
other curricular areas.
designs and implements
a limited scope and
sequence that is
developmentally
appropriate and
addresses state student
competencies and
standards.
plans inadequate
activities and
interventions related to
the competencies that
utilize state and/or
national best practices
and integrated with other
curricular areas.
does not design and
implement a scope and
sequence that is
developmentally appropriate
and addresses state student
competencies and standards.
does not plan activities and
interventions related to the
competencies that utilize
state and/or national best
practices and integrated with
other curricular areas.
Glossary:
Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and
leadership, parents, and community members and leaders.
Multiple data sources—e.g. community data sources, state and national sources, student data, school data
Student data—needs assessment, grades, demographic information, discipline, and attendance records, etc.
School data-- attendance, discipline referrals, assessment results, achievement results
10 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1C1
Function 1C: MANAGES PROGRAM
The professional school counselor manages a comprehensive school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Operational
Schedules
The professional
school counselor
collaborates with
others to
develop
operational
schedules for
the counseling
program that are
widely circulated
and
communicated
to all school
stakeholders.
ACCOMPLISHED
The counselor
collaborates with all
stakeholders to manage the
school counseling program
and develop operational
schedules for the counseling
program.
The counselor
collaborates with administration
and school staff to manage the
school counseling program and
develop operational
schedules for the counseling
program.
communicates operational
schedules consistently to
stakeholders thorough daily,
weekly, monthly, and annual
schedules and calendars
shared through a variety of
media and multiple venues.
communicates operational
schedules consistently to
administration and staff
thorough daily, weekly,
monthly, and annual schedules
and calendars shared through
in-school venues.
is cognizant of staff time and
consistently informs all
stakeholders when schedules
are changed and works with all
involved to reschedule and
meet program goals.
is cognizant of staff time, by
sharing schedule changes in a
timely manner, and working
with staff to reschedule as
needed.
EMERGING
The counselor
operates in a response
mode to manage the
school counseling
program and develop
operational schedules
for the counseling
program.
UNSATISFACTORY
The counselor
does not collaborate with
others to manage the
school counseling
program and develop
operational schedules
for the counseling
program.
inconsistently
communicates
operational schedules
to administration and
staff thorough daily,
weekly, monthly, and
annual schedules and
calendars.
does not communicate
operational schedules
consistently to
administration and staff
thorough daily, weekly,
monthly, and annual
schedules and
calendars.
sometimes cognizant of
staff time and shares
schedule changes, but
not in a timely manner.
is not cognizant of staff
time and changes
schedule to meet the
counselor’s needs.
Glossary:
• Operational schedules – daily, weekly and monthly calendars that outline the complete work of and schedule for school counselors.
• Stakeholders - Any person who assists with or benefits from the school counseling program and may include: students, school staff and
leadership, parents, and community members and leaders.
• Variety of media—newsletters, websites and other electronic media, 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.
11 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1C2
Function 1C: MANAGES PROGRAM
The professional school counselor manages a comprehensive School Counseling Program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Manages Time and
Resources
The professional
school counselor
manages time and
resources
effectively to
support programs
and services to
meet student needs.
The counselor
ACCOMPLISHED
The counselor
BASIC
The counselor
UNSATISFACTORY
The counselor
efficiently and effectively
manages time that results
in an well-organized
office an effective
comprehensive school
counseling program, and
a multitude of services
that readily addresses the
needs of all students.
manages time resulting in
a well-organized office,
program, and services
that readily addresses
student needs.
inconsistently manages
time resulting in a
disorganized office and
random programs and
services that do not fully
address the student
needs.
does not manage time
resulting in a wellorganized office,
program, and services
that readily addresses
student needs.
identifies and manages
available resources and
actively seeks new
resources to meet
identified program goals,
promote and support
effective implementation
of the school counseling
program and address the
needs of all students.
manages available
resources and seeks
additional resources, as
needed, to promote and
support effective
implementation of the
school counseling
program and address the
needs of students.
manages available
resources and seeks
new resources, when
prompted to support the
school counseling
program.
does not manage
available resources and
seeks additional
resources, as needed, to
promote and support
effective implementation
of the school counseling
program and address the
needs of students.
Glossary:
Resources-- funding streams, partnerships, relevant community and state resources, and program support materials
12 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1C3
Function 1C: MANAGES PROGRAM
The professional school counselor manages a comprehensive school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Comprehensive
Documentation
The professional school
counselor maintains
accurate,
comprehensive records
that document counselor
use of time and
counseling program
activities, programs, and
services.
The counselor
systematically maintains
records in compliance with
legal, ethical, county,
school, and FERPA
guidelines, regarding
counselor use of time (daily
logs and calendar), program
activities, referrals, and
contact with students,
parents, faculty, and
community stakeholders.
analyzes logs to determine
balance between delivery
systems and domains and
shares data with
stakeholders, in keeping
with confidentiality policies
and FERPA guidelines, to
effect adjustments and
continuously improve the
school counseling program.
13 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 ACCOMPLISHED
The counselor
maintains records
regarding counselor
use of time (daily logs
and calendar),
program activities,
referrals, and contact
with students, parents,
and faculty.
analyzes logs to
determine balance
between delivery
systems and domains
and shares data with
administration, as
requested, in keeping
with confidentiality
policies and FERPA
guidelines, to effect
adjustments to improve
the school counseling
program.
EMERGING
The counselor
maintains marginal
records regarding
counselor use of time,
(daily logs and calendar),
program activities,
referrals, and contact with
students, parents, and
faculty.
analyzes logs on a limited
basis to determine
balance between delivery
systems and domains,
and shares data, as
requesting, but may not
be in keeping with
confidentiality policies and
FERPA guidelines.
UNSATISFACTORY
The counselor
does not maintain records
(daily logs and calendar),
program activities,
referrals, and contact with
students, parents, and
faculty.
does not analyze logs to
determine balance
between delivery systems
and domains and shares
data with administration,
as requested, in keeping
with confidentiality
policies and FERPA
guidelines and effect
adjustments to improve
the school counseling
program.
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator
1D1
Establishes
Annual
Goals
The
professional
school
counselor
consults with
site
administratio
n to establish
annual goals.
Function 1D: PARTNERS WITH STAKEHOLDERS
The professional school counselor partners with stakeholders to plan and manage the school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
The counselor
ACCOMPLISHED
The counselor
EMERGING
The counselor
examines all available data,
consults with all stakeholders,
and considers identified needs
from evaluation selfassessment, school counseling
performance standards rubrics,
the school counseling program
audit and the school’s strategic
plan when setting annual
growth goals.
examines available data,
consults with administration,
and considers identified needs
from evaluation selfassessment, school
counseling performance
rubrics, the school counseling
program audit and the school’s
strategic plan when setting
annual growth goals.
partially completes a
self-assessment based
on state protocols,
school counseling
performance rubrics, the
school counseling
program audit and
alignment with the
school’s strategic plan to
set annual growth goals.
develops an annual
collaborative agreement with
stakeholders to establish the
school counseling program
work plan.
develops an annual agreement
with administration and staff in
to establish the school
counseling program work plan.
develops an annual
agreement with
administration, when
asked, to establish the
school counseling
program work plan.
with input from stakeholders,
continually assesses program
completeness and
effectiveness and sets goals
that align protocols and sets
goals based on identified
weaknesses.
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.
UNSATISFACTORY
The counselor
does not examine available
data, consult with
administration, or meet
annual growth goals
identified from protocols,
the self-assessment, school
counseling performance
rubrics, the school
counseling program audit
and/or the school’s
strategic plan.
does not develop an annual
agreement with
administration and staff to
establish the school
counseling program work
plan.
when asked by
administration, assesses
does not assess program
completeness or does not
program completeness
show growth in improving
and alignment with
program completeness in
protocols and sets goals
identified areas of
based on identified
weaknesses.
weaknesses.
Glossary: Available data‐‐students’ needs assessments, achievement, attendance and behavior data, closing the achievement gap data, school and community data, school counselor performance standards, and the school counseling program data (Program Audit and program results data) 14 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1D2
Function 1D: PARTNERS WITH STAKEHOLDERS
The professional school counselor partners with stakeholders to plan and manage the school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Partners with
Stakeholders
The professional
school counselor
solicits broad
stakeholder input
to plan and
manage the
school counseling
programs and
effectively meet
the needs of all
students.
The counselor
systematically uses a
variety of methods to
communicate and
consult with community
stakeholders when
planning the school
counseling program.
is accomplished and
continually increases
opportunities and
improves the process for
systemic involvement of
parents and community
stakeholders
designs, implements,
and evaluates a systemic
process that involves
parents and community
stakeholders in the
management and
efficiency of
implementing the
comprehensive school
counseling program.
15 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 ACCOMPLISHED
The counselor
communicates and consults
with community stakeholders,
using more than one method,
when planning the school
counseling program.
seeks to connect with
community stakeholders and
parents both informally, as well
as, formally through interviews
and forums, participation in
community meetings, formal
advisory council meeting, and
annual surveys to stay
informed of changing student
needs.
designs and implements a
systemic process that involves
parents and community
stakeholders in the
management and efficiency of
the comprehensive school
counseling program.
EMERGING
The counselor
informally and/or on a
limited basis,
communicates with
community stakeholders
when planning and
managing the school
counseling program.
when prompted by
administration, connects
with community
stakeholders and parents
seek input into program
planning and
management
inconsistently
implements a process
that involves parents and
community stakeholders
in the management and
efficiency of the
comprehensive school
counseling program.
UNSATISFACTORY
The counselor
does not communicate and
consult with community
stakeholders, using more
than one method, when
planning the school
counseling program.
does not seek to connect
with community
stakeholders and parents to
seek input in program
planning and management.
does not design and
implement a systemic
process that involves
parents and community
stakeholders in the
management and efficiency
of the comprehensive
school counseling program.
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1D3
Function 1D: PARTNERS WITH STAKEHOLDERS
The professional school counselor partners with stakeholders to plan and manage the school counseling program.
LEVEL OF PERFORMANCE
DISTINGUISHED
Advisory Council
The professional
school counselor
works in
partnership with an
advisory council to
plan the
development and
advancement of the
school counseling
program.
The counselor
identifies a school
counseling advisory council
consisting of stakeholders
that represent the diversity of
the community, leadership,
faculty, and student body,
and meets bi-annually to
analyze school counseling
program and lead program
changes.
meets bi-annually with the
advisory council to review
student, school, and
community data, set program
goals, and identify resources
to support the school
counseling program.
documents bi-annual
meetings and shares
comprehensive notes and
established program goals
with advisory council and
appropriate stakeholders.
16 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 ACCOMPLISHED
The counselor
identifies a school counseling
advisory group consisting of a
diverse group of stakeholders,
which could be a subcommittee
of another school advisory team
and meets annually to analyze
school counseling program and
lead program changes.
meets annually with the advisory
council to review student,
school, and community data, set
program goals, and identify
resources to support the school
counseling program.
documents annual meeting and
shares comprehensive meeting
notes and established program
goals with school staff,
administration, and appropriate
district leader.
EMERGING
The counselor
identifies a schoolbased advisory group
that meets annually and
provides minimal input
for school counseling
program activities.
sporadically collects
feedback from the
advisory council to
review student, school,
and community data, set
program goals, and
identify resources to
support the school
counseling program.
documents meeting
and, when prompted,
shares meeting notes
and established
program goals with
school staff and
administration.
UNSATISFACTORY
The counselor
does not identify a
school counseling
advisory group
consisting of a diverse
group of stakeholders.
does not meet annually
with the advisory
council to review
student, school, and
community data, set
program goals, and
identify resources to
support the school
counseling program.
does not document
annual meetings nor
share comprehensive
meeting notes and
established program
goals with school staff,
administration, and
appropriate district
leader.
West Virginia School Counselor Performance Standards Standard 1‐ Program Planning, Design and Management Indicator 1D3
Advisory Council
utilizes recommendations
and feedback by designing
and implementing an action
plan for program planning,
prioritizing goals, and
seeking needed resources
for the school counseling
program.
17 | P a g e ‐ U P D A T E D J u l y 2 5 , 2 0 1 1 utilizes recommendations and
feedback for program planning,
prioritizing goals, and seeking
needed resources for the school
counseling program.
utilizes
recommendations and
feedback on a limited
basis for program
planning, prioritizing
goals, and seeking
needed resources for
the school counseling
program.
does not utilize
recommendations and
feedback for program
planning, prioritizing
goals, and seeking
needed resources for
the school counseling
program.