WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS Standard 2: PROGRAM DELIVERY
The professional school counselor facilitates delivery of the WV Comprehensive Developmental School Counseling Program for all students.
Function 2A: The professional school counselor ensures the Delivery of the comprehensive, developmental School Counseling Program
aligned with West Virginia Board of Education Policy
Indicator 2A1
LEVEL OF PERFORMANCE
DISTINGUISHED
Balanced,
Comprehensive
Program
The counselor facilitates delivery of a
research- and, standardsbased, data-driven
balanced school counseling
program in collaboration with
all stakeholders that
equally addresses all
domains.
designs, implements,
evaluates, and revises a
systemic process that uses
all delivery systems to
address all domains in
alignment with state policy
recommendations. The professional
school counselor
facilitates delivery of
a balanced,
comprehensive,
data-driven school
counseling program.
ACCOMPLISHED
EMERGING
UNSATISFACTORY
The counselor
facilitates delivery of a
standards-based, datadriven, balanced,
program school
counseling program in
collaboration with
administration that
equally addresses all
domains.
The counselor
facilitates delivery of
a limited program
school counseling
program that
addresses one or two
components of the
domains.
The counselor
does not facilitate delivery of
a standards-based, datadriven, balanced, program
school counseling program
in collaboration with
administration that equally
addresses all domains.
implements a process
that uses all delivery
systems to address all
domains in alignment
with state policy
recommendations. implements a process
that uses one or two
delivery systems to
address one or two
domains in
alignment with state
policy
recommendations.
does not implement a
process that uses all
delivery systems to
address all domains in
alignment with state policy
recommendations.
Glossary:
Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices. Standards Based Program. A school counseling program that is based on core foundational standards including the student standards 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.
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.
Domains. Broad areas of knowledge and skills base that have been divided into three broad standard areas: academic, career, and
personal/social that promote and enhance the learning process through a school-wide guidance and counseling program, 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.
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2A: ENSURES PROGRAM DELIVERY
The professional school counselor ensures the Delivery of the comprehensive, developmental School Counseling Program aligned with West
Virginia Board of Education Policy.
Indicator 2A2
LEVEL OF PERFORMANCE
Partners with
Stakeholders
DISTINGUISHED
The counselor
ACCOMPLISHED
The counselor
EMERGING
The counselor
UNSATISFACTORY
The counselor
plans and implements a
system of communication
with parents and the
community and seeks
their input and
engagement in the
delivery of the school
counseling program
through multiple
modalities.
routinely communicates
with parents and the
community about the
school counseling
program and seeks their
input and engagement in
the delivery of the school
counseling program.
communicates with
parents and the
community on a limited
basis about the school
counseling program and
seeks their input and
engagement in the
delivery of the school
counseling program.
does not communicate
with parents and the
community about the
school counseling
program nor seeks their
input and engagement in
the delivery of the school
counseling program.
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.
facilitates opportunities for
both formal and informal
opportunities for
collaborative parent,
community partnerships to
enhance the well-being of
all students.
facilitates opportunities for
parent and community
engagement to enhance
the well-being all students
when asked by
administration.
does not facilitate
opportunities for both
formal and informal
opportunities for
collaborative parent,
community partnerships to
enhance the well-being of
all students.
The professional school
counselor actively
partners with parents,
guardians, families and
community entities to
support student learning
and well being.
2 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2A: ENSURES PROGRAM DELIVERY
The professional school counselor ensures the Delivery of the comprehensive, developmental School Counseling Program aligned with the West
Virginia Board of Education Policy.
Indicator 2A3
LEVEL OF PERFORMANCE
DISTINGUISHED
Diversity
Education
The professional
school counselor
promotes
behaviors,
programs and
resources that are
sensitive to
students’ unique
cultures,
experiences, and
communities.
ACCOMPLISHED
UNSATISFACTORY
EMERGING
The counselor
The counselor
The counselor
The counselor
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.
offers a variety of diversity
educational programs to
address minority and
multicultural issues for
students, staff and parents.
offers a limited roster of
diversity educational
programs to address
minority and multicultural
issues for students, staff,
and parents.
does not provide 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
a school-wide mentoring/
models such as Natural
Helpers, LINKCREW, Conflict
Mediation, Rachel's Challenge,
etc.
collaborates with
administration and school
staff to secure student
involvement in a school-wide
mentoring/ models such as
Natural Helpers, LINKCREW,
Conflict Mediation, Rachel's
Challenge, etc.
secures student
involvement in a schoolwide mentoring/ models
such as Natural Helpers,
LINKCREW, Conflict
Mediation, Rachel's
Challenge, when prompted
by administration.
collaborates with stakeholders
to plan, implement, evaluate and
revise programs that enhance
the school culture and reduce
bullying and harassment.
collaborates with
administration and staff to
develop programs that
enhance the school culture
and reduce bullying and
harassment.
does not collaborate
administration and school
staff to secure student
involvement in a schoolwide mentoring/ models
such as Natural Helpers,
LINKCREW, Conflict
Mediation, Rachel's
Challenge, etc.
collaborates with other
school staff when
prompted by
administration to enhance
the school culture and
reduce bullying and
harassment.
does not collaborate with
administration and staff to
develop programs that
enhance the school culture
and reduce bullying and
harassment.
Glossary:
Stakeholder. 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.
3 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2B: RESEARCHED BEST PRACTICES
The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance
curriculum.
Indicator 2B1
LEVEL OF PERFORMANCE
DISTINGUISHED
Instructional
Skills and
Technology
The professional
school counselor
models 21st
Century learning
through the use
of technology and
other engaging
strategies when
delivering the
school
counseling
program.
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
The counselor
develops and utilizes ageappropriate, 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 that does
not take into consideration
differentiated learning
needs, cultural and
economic background,
and learning styles.
does not utilize ageappropriate 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 bestpractices that facilitate
participation from all students
when delivering the school
counseling program and leads
efforts to provide new
technologies to the school
counseling program.
consistently utilizes 21
Century skills and technology
to engage diverse student
populations, and to instruct for
student mastery.
utilizes 21 Century skills
and technology on a
limited basis to engage
diverse student
populations and to instruct
for student mastery.
does not utilize 21
Century skills and
technology to engage
diverse student
populations and to
instruct for student
mastery.
regularly updates instructional
strategies and 21st Century
and technology skills through
professional development held
at state and local levels, and
continual exploration of multimedia resources.
does not seek to updates
instructional strategies
and 21st Century and
technology skills through
professional development
and continual exploration
of multi-media resources.
systematically updates
instructional strategies and 21st
Century and technology skills
through professional
development held at national,
state, and local levels, and
continual exploration of multimedia resources.
4 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n ACCOMPLISHED
st
st
updates instructional
strategies or 21st Century
and technology skills
through professional
development held at the
school site.
st
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Indicator 2B1
Instructional
Skills and
Technology
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.
5 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n 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.
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2B: RESEARCHED BEST PRACTICES
The professional school counselor utilizes research-based best practices to deliver individual and group counseling and classroom guidance
curriculum.
Indicator 2B2
LEVEL OF PERFORMANCE
Counseling Theories and
Techniques
The professional school
counselor incorporates
counseling theories and
techniques into program
practices.
UNSATISFACTORY
DISTINGUISHED
The counselor
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.
ACCOMPLISHED
The counselor
demonstrates knowledge
of established theories
and techniques through
the application of that
knowledge in individual
and group counseling,
responsive services and
classroom guidance
lessons.
EMERGING
The counselor
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.
The counselor
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.
trains/informs/teaches
stakeholders about
relevant counseling
theories and behavioral
supports in order to
provide consistency and a
proactive approach to
address student
problems.
trains/informs/teaches
school staff about relevant
counseling theories and
behavioral supports in
order to provide
consistency and a
proactive approach to
address student
problems.
informs school staff about
relevant counseling
theories and behavioral
supports, when prompted
by administration, to
address student
problems.
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 problems.
Glossary:
Stakeholder. 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.
6 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Indicator 2B3
The counselor
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.
The counselor
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.
The counselor
The counselor
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.
Glossary:
Research-based. indicates that substantial studies have been conducted to substantiate the effective of these practices.
7 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n 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.
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2C: GUIDANCE CURRICULUM
The professional school counselor facilitates delivery of a comprehensive guidance curriculum to meet the developmental needs of all students.
Indicator 2C1
LEVEL OF PERFORMANCE
DISTINGUISHED
Guidance Curriculum
The counselor works with
other stakeholders to
ensure the delivery of a
comprehensive,
developmental,
sequential guidance
curriculum that is aligned
across programmatic
levels.
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
facilitates consistent delivery of
classroom lessons, including
prevention-based guidance units
that are developmentally
appropriate, sequential in nature
and based on identified high
priority student needs and school
goals.
facilitates consistent delivery
of standards-based
classroom guidance lessons
that is developmentally
appropriate and sequential
in nature, including
prevention-based guidance
units.
facilitates some delivery
of classroom guidance
lessons, but does not
insure it is
developmental and
sequential in nature.
does not facilitate
consistent delivery of
standards-based
classroom guidance
lessons, including
prevention-based
guidance units.
provides developmental
guidance lessons that
addresses all domains and
indicators in a sequential
purposeful manner.
provides limited
developmental guidance
lessons that address all
domains and indicators
in a sequential
purposeful manner.
provides a systematic approach
through the implementation of a
created action plan to deliver
developmental guidance lessons
in all domains and addresses all
indicators in a sequential
purposeful manner.
does not provide
developmental guidance
lessons that addresses
all domains and
indicators in a sequential
purposeful manner.
strives to research and use
current developmental
guidance available from
multiple sources.
struggles to research
and use guidance
curriculums currently
available to counselors.
continually researches and uses
developmental guidance
curriculums available from
multiple sources.
does not strive to
research and use
current developmental
guidance available from
multiple sources.
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
guidance units, aligned
across programmatic levels,
to address specific needs
within the school.
provides inconsistent
prevention-based
guidance units with
limited alignment across
programmatic levels.
does not provide
prevention-based
guidance units, aligned
across programmatic
levels, to address
specific needs within the
school.
8 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n ACCOMPLISHED
The counselor
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery 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
approached 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.
Glossary:
Domains. Broad areas of knowledge and skills base that have been divided into three broad standard areas: academic, career, and personal/social that
promote and enhance the learning process through a school-wide guidance and counseling program.
Research-based. Indicates that substantial studies have been conducted to substantiate the effective 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.
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.
9 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2C - GUIDANCE CURRICULUM
The professional school counselor facilitates delivery of a comprehensive guidance curriculum to meet the developmental needs of all students.
Indicator 2C2
LEVEL OF PERFORMANCE
UNSATISFACTORY
ACCOMPLISHED
EMERGING
DISTINGUISHED
Curriculum Integration
The professional school
counselor works with all
instructional staff to
integrate components of
the guidance curriculum
into other content areas.
The counselor
The counselor
The counselor
The counselor
collaborates with
instructional staff to develop
and implement a plan that
effectively integrates
research-based universal
prevention-based
programs into the guidance
curriculum.
works with instructional staff
to contribute to the
development and integration
of research-based
universal, preventionbased programs into the
guidance curriculum.
works with instructional
staff, when prompted, to
integrate the school
counseling guidance
curriculum into other
content areas and schoolwide efforts.
does not work with
instructional staff to contribute
to the development and
integration of researchbased universal, preventionbased programs into the
guidance curriculum or other
school initiatives.
exhibits a deep
understanding of curriculum
integration and annually
reviews cross-walks and
actively works to incorporate
revisions and additional
components of the guidance
curriculum into multiple
content areas.
clearly understands
curriculum integration and
works with staff to develop
school counseling curriculum
cross-walks with other
subjects and incorporates
components of the guidance
curriculum into multiple
content areas.
exhibits limited
understanding of
curriculum integration and
on a limited works to
incorporate components
of the guidance
curriculum into multiple
content areas.
does not exhibit an
understanding of curriculum
integration and does not
actively work to incorporate
components of the guidance
curriculum into multiple
content areas.
collaborates with
administration and staff to
consistently offers schoolwide student and parent
activities and support
programs that are aligned
across the curriculum.
collaborates with all
stakeholders to develop
and facilitates school efforts
to consistently offers
school-wide student and
parent activities and support
programs that are aligned
across the curriculum.
collaborates in a limited
capacity with staff to offer
student and parent
activities and support
programs that are aligned
across the curriculum.
does not collaborate with
administration and staff to
consistently offer schoolwide student and parent
activities and support
programs that are aligned
across the curriculum.
10 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Glossary:
Cross-walks. A curriculum map that shows how school counseling standards align with content standards from other content areas.
Research-based. Indicates that substantial studies have been conducted to substantiate the effective 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.
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.
11 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2C: GUIDANCE CURRICULUM
The professional school counselor facilitates delivery of a comprehensive guidance curriculum to meet the developmental needs of all students.
Indicator 2C3
LEVEL OF PERFORMANCE
DISTINGUISHED
Application to
Daily Living
The professional
school counselor
actively works to
relate the guidance
curriculum to the
students’ everyday
lives and the
student’s future
plans.
ACCOMPLISHED
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
The counselor
actively and consistently
works to relate the guidance
curriculum to student daily
life and incorporates
programs into the curriculum
that assist students in
developing plans for school
success, success in their
everyday lives, as well as, in
developing plans for future
career success and
developing skills to be
successful citizens in the
Global 21 workplace.
makes clear and consistent
attempts to relate the
guidance curriculum 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 guidance
curriculum 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 guidance curriculum 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.
Glossary:
Guidance curriculum. Consists of structured developmental lessons designed to assist students in achieving the academic, career, and personal/social
competencies and is presented systematically through school-wide, classroom, and group activities in grades Pre-K-12. The purpose of the guidance
curriculum is to provide all students the knowledge and skills appropriate for their developmental levels And usually delivered using a collaborative model
involving the school counselor, classroom teachers and other appropriate education professionals. Multiple guidance curriculums can be found on the West
Virginia School Counseling website: http://wvde.state.wv.us/counselors/guidance-curriculum.html.
12 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2D: INDIVIDUAL STUDENT PLANNING
The professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals and develop
future plans.
Indicator 2D1
LEVEL OF PERFORMANCE
DISTINGUISHED
Education
and Career
Plans
The counselor
facilitates a
collaborative
approach to
student
academic and
career
planning.
ACCOMPLISHED
The counselor
The counselor
The counselor
The counselor
designs, implements, and
evaluates a systemic
process, in collaboration with
stakeholders, to assist all
students in exploring,
planning, monitoring, and
managing individual
education and career plans.
facilitates a process, in
collaboration with parents, to
assist all students in
exploring, planning,
monitoring, and managing
individual education and
career plans.
facilitates a limited process to
assist all students in exploring,
planning, monitoring, and
managing individual education
and career plans.
does not facilitate a process, in
collaboration with parents, to
assist all students in exploring,
planning, monitoring, and
managing individual education
and career plans.
works with school staff to
ensure collaborative support
for the development of each
student’s academic
achievement and career
pathway by providing
contemporary resources and
training .
works in a limited capacity to
develop of each student’s
academic achievement and
career pathway by providing
irrelevant or out-dated
resources and training and
inadequately reinforces the
relationship between academic
performances, post-secondary
options, and the world of work.
works with all stakeholders
to ensure collaborative
support for the development
of each student’s academic
achievement and career
pathway by providing
contemporary resources and
training.
does not work with school staff to
ensure collaborative support for
the development of each
student’s academic achievement
and career pathway by providing
contemporary resources and
training and reinforcing the
relationship between academic
performances, post-secondary
options, and the world of work.
researches and provides
current and accurate
information regarding postsecondary and workforce
options using a variety of
methods (individual meetings,
workshops, field trips,
brochures/ pamphlets,
websites, etc.) and media.
provides current and accurate
information regarding postsecondary and workforce
options using a variety of
methods (individual meetings,
workshops, field trips,
brochures/ pamphlets,
websites, etc.) and media.
provides outdated and/or
inaccurate information regarding
post-secondary and workforce
options using a variety of
methods (individual meetings,
workshops, field trips,
brochures/ pamphlets, websites,
etc.) and media.
does not provides current and
accurate information regarding
post-secondary and workforce
options using a variety of
methods (individual meetings,
workshops, field trips, brochures/
pamphlets, websites, etc.) and
media.
13 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n UNSATISFACTORY
EMERGING
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery facilitates a process, in
collaboration with parents
and students, to develop and
continually update the
student’s career plan and
sequential student portfolio
that drives the academic plan
and reinforces the
relationship between
academic performances,
post-secondary options, and
the world of work.
ensures the student's career
plan is revised annually in
collaboration with parents
and students, and reinforces
the relationship between
academic performances,
post-secondary options, and
the world of work.
ensures the student’s career
plan is revised annually and
inadequately reinforces the
relationship between academic
performances, post-secondary
options, and the world of work.
does not ensure the student's
career plan is revised annually
and reinforce the relationship
between 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 post
secondary options as
evidenced by a sequential
student portfolio and the five
year plan through a webbased career development
system.
implements a plan that
provides the parent and
student with multiple
opportunities to learn about
the world of work and post
secondary options as
evidenced by a sequential
student portfolio and the five
year plan through a webbased career development
system.
provides the parent and student
with limited opportunities to learn
about the world of work and post
secondary options as evidenced
by a sequential student portfolio
and a paper-based five year
plan.
does not provide the parent and
student with multiple
opportunities to learn about the
world of work and post secondary
options as evidenced by a
sequential student portfolio and
the five year plan through a webbased career development
system.
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.
14 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2D: INDIVIDUAL STUDENT PLANNING
The professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals and develop
future plans.
Indicator 2D2
LEVEL OF PERFORMANCE
DISTINGUISHED
The counselor
Social/Emotion
al Needs
The professional
school
counselor
collaborates to
develop and
implement plans
designed to
address
individual
student
social/emotional
needs.
ACCOMPLISHED
The counselor
The counselor
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.
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 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 school counseling
program.
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 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.
EMERGING
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.
UNSATISFACTORY
The counselor
when prompted, consults
with parents and/or
teachers to develop
student social/emotional
support plans to effectively
address behavior issues
and enhance school
success.
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.
seldom meets with
school/community teams
to develop student
social/emotional support
plans aimed at enhancing
the student’s opportunity
for 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.
when asked by the
administration, participates
in implementing an
effective School Based
Mental Health approach
to address student mental
health needs.
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.
Glossary:
Stakeholder. 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.
15 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2E: RESPONSIVE SERVICES
The professional school counselor provides a continuum of interventions in response to student needs.
LEVEL OF PERFORMANCE
Indicator 2E1
DISTINGUISHED
2E1 Early
Identification
The counselor
maintains a structured
process for early
identification of at-risk
behaviors and for
student referrals.
ACCOMPLISHED
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
The counselor
collaborates with stakeholders to
create and implement an early
warning that is data driven and
identifies clear variables system to
identify students with at-risk
behaviors.
collaborates with other staff
members to create and
implement an early warning
system to identify students
with at-risk behaviors.
creates and implements
an inadequate early
warning system e to
identify students with atrisk behaviors.
does not work with other
staff members to create
and implement an early
warning system to identify
students with at-risk
behaviors.
researches and uses appropriate
risk assessments at each
programmatic area to identify atrisk students.
uses appropriate risk
assessments at each
programmatic area to
identify at-risk students.
inconsistently uses risk
assessments at each
programmatic area to
identify at-risk students.
does not use 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.
maintains an effective
referral system that is used
regularly throughout the
building by both staff and
students to identify and
address student needs.
maintains a inadequate
referral process that may
be known and/or used by
school staff that identifies
and addresses the needs
of some students.
designs, implements, and evaluates
a systematic process to refer
students and families to community
resources when merited.
implements a process to
refer students and families
to community resources
when merited.
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.
provides a limited process
to refer students and
families to community
resources when merited.
does not implement a
process to refer students
and families to community
resources when merited.
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.
Programmatic Area. Is defined by the grade levels within your school: i.e. elementary, middle and high school.
16 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2E: RESPONSIVE SERVICES
The professional school counselor provides a continuum of interventions in response to student needs.
LEVEL OF PERFORMANCE
Indicator 2E2
DISTINGUISHED
Early Interventions
The counselor
collaborates with
others to provide
access to early and
ongoing
interventions for atrisk students.
ACCOMPLISHED
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
The counselor
collaborates with stakeholders
and leads school-wide efforts to
establish a systemic approach to
interventions for of at-risk
students.
collaborates with staff and
administration to establish a
systemic approach to
interventions for at-risk students.
collaborates with
administration, when
prompted, to provide
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
RTI, SATs, school based mental
health, and group and individual
counseling.
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
RTI, SATs, school based mental
health, community services, and
group and individual counseling.
does not collaborate with
staff and administration
to establish a systemic
approach to
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.
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.
consistently follows through with
securing and/or providing
identified interventions to assist
students and families in need.
does not work with other
staff to insure students
receive interventions
through established
avenues including RTI,
SATs, school based
mental health, and group
and individual
counseling.
does not follow through
with securing or
providing identified
interventions to assist
students and families in
need.
erratically follows through
with securing and/or
providing identified
interventions to assist
students and families in
need.
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.
17 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Indicator 2E3
Individual
Counseling
The professional
school counselor
counsels individual
students with
identified needs to
improve school
success.
Function 2E: RESPONSIVE SERVICES
The professional school counselor provides a continuum of interventions in response to student needs.
LEVEL OF PERFORMANCE
DISTINGUISHED ACCOMPLISHED
EMERGING
UNSATISFACTORY The counselor
is easily accessible and
conducts scheduled individual
counseling sessions as needed
and impromptu sessions based
on specific identified student
needs.
The counselor
is easily accessible to all
students and conducts
individual counseling
sessions as needed.
The counselor
is accessible on a limited
basis and conducts sporadic
individual counseling
sessions in response to
referrals by student or others.
The counselor
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.
recognizes their own time
restraints and the need to
deliver a comprehensive
school guidance and
counseling program 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.
recognizes time restraints
and the need to deliver a
comprehensive school
guidance and counseling
program for all students and
avoids spending the majority
of their time with a few
students.
forgoes time restraints and
the need to deliver a
comprehensive school
guidance and counseling
program for all students by
counseling the same students
repeatedly.
does not recognize time
restraints and the need to
deliver a comprehensive
school guidance and
counseling program for all
students and spends the
majority of their time with a
few students.
uses accepted theories,
strategies, and continually
seeks research-based best
practices to improve
effectiveness when counseling
students.
uses accepted theories,
strategies, and best practices
to increase effectiveness
when counseling students.
uses limited, theories,
strategies, and best practices
to increase effectiveness
when counseling students.
does not use accepted
theories, strategies, and best
practices to increase
effectiveness when
counseling students.
18 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery 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.
makes necessary referrals
and consults with outside
professionals for student with
needs beyond those intended
to be handled by the school
counselor.
occasionally makes
necessary referrals and
consults with outside
professionals for student with
needs beyond those intended
to be handled by the school
counselor.
does not make necessary
referrals and consults with
outside professionals for
student with 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.
develops a network of state
and local partnerships with
experts in the field to deliver
specialized topics such as
addictions, abuse, conduct
disorder.
when prompted by the
administration, develops
partnerships with experts in
the field to deliver
specialized topics such as
addictions, abuse, conduct
disorder.
does not develop
partnerships with experts in
the field to deliver
specialized topics such as
addictions, abuse, conduct
disorder.
Glossary:
Comprehensive school guidance and counseling program. 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, career and personal/social development that promote academic
achievement and meet developmental needs.
Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices.
19 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2E: RESPONSIVE SERVICES
The professional school counselor provides a continuum of interventions in response to student needs.
Indicator 2E4
LEVEL OF PERFORMANCE
DISTINGUISHED
Small Group
Counseling
The professional school
counselor facilitates
targeted group
interventions for
identified groups of
students.
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
The counselor
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.
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.
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.
does not plan and
facilitate small group
counseling based on
identified student needs
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.
offers a wide variety of
groups from which
students can choose,
such as academic
concerns, personal/social
concerns, career planning
and transition issues.
offers group counseling
based on preferred topics
and topics of personal
interest.
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.
establishes a broad
network of consultants
and strategic partnerships
to deliver appropriate
interventions to small
groups.
utilizes consultants and
partnerships, when
necessary, to deliver
appropriate interventions
to small groups.
occasionally utilizes
consultants and
partnerships, to deliver
appropriate interventions
to small groups.
does not utilize
consultants and
partnerships, when
necessary, to deliver
appropriate interventions
to small groups.
20 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n ACCOMPLISHED
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Indicator 2E4
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.
trains peers and other
professionals on effective
small group practices to
build capacity for the
school counseling
profession.
trains peers, when
prompted by
administration, on
effective small group
practices to build capacity
for the school counseling
profession.
does not 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.
demonstrates a
commitment to group
counseling aimed at
improving their group
leadership skills by
attending state and local
professional development
opportunities.
demonstrates interest in
group counseling aimed
at improving their group
leadership skills by
attending local
professional development
opportunities.
does not demonstrate a
commitment to group
counseling aimed at
improving their group
leadership skills by
attending state and local
professional development
opportunities.
Small Group
Counseling
21 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Indicator 2E5
Function 2E: RESPONSIVE SERVICES
The professional school counselor provides a continuum of interventions in response to student needs.
LEVEL OF PERFORMANCE
DISTINGUISHED
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.
EMERGING
UNSATISFACTORY
The counselor
The counselor
The counselor
The counselor
has a systemic focus on
crisis prevention
addressing a variety of
potential scenarios through
the school counseling
program.
has an ongoing focus to
assist with crisis prevention
through the school
counseling program.
has a limited focus to assist
with crisis prevention
through the school
counseling program.
does do have an ongoing
focus to assist with crisis
prevention through the
school counseling program.
displays extensive
knowledge of best practices
in crisis intervention and
leads the collaborative
development and
implementation of the
school crisis intervention
plan.
displays knowledge of best
practices in crisis
intervention and assists
with the collaborative
development and
implementation of the
school crisis intervention
plan.
displays basic knowledge
of an established
response/plan for
immediate crisis
intervention and
participates in the
collaborative development
and implementation of the
school crisis intervention
plan.
does not display knowledge
of best practices in crisis
intervention nor assists with
the collaborative
development and
implementation of the
school crisis intervention
plan.
collaborates with
stakeholders to identify
resources and implement
effective and appropriate
intervention strategies,
assumes a leadership role
development and
implementation of the
school and county crisis
intervention and response
plan and is well prepared
when a crisis occurs.
collaborates with staff and
professionals to identify
resources and implement
effective and appropriate
intervention strategies in
response to school crisis
and is prepared when a
crisis occurs.
identifies resources and
implement ineffective
and/or inappropriate
intervention strategies 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.
22 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n ACCOMPLISHED
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Indicator 2E5
ensures that stakeholders
know the proper procedure
and their role for dealing
with crisis through various
methods, such as trainings,
phone and email
communications, and
bulletins.
ensures that school staff
and identified professionals
know the proper procedure
for dealing with crisis
through trainings and
communications.
communicates with school
staff and identified
professionals on an 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 daily
individual student crisis in
an informed and timely
manner aimed at
preventing a future, more
pronounced crisis.
has a system in place to
respond to daily individual
student crisis in an
informed and timely
manner aimed at
preventing a future, more
pronounced crisis.
has an ineffective system in
place to respond to daily
individual student 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 crisis in
an informed and timely
manner aimed at
preventing a future, more
pronounced crisis.
Crisis Intervention
23 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2F: STUDENT SUPORTS
The professional school counselor assists in developing comprehensive student supports within the school and community to support academic, career,
and personal/social development of all students.
Indicator 2F1
LEVEL OF PERFORMANCE
DISTINGUISHED
Contributes to Positive
School Climate
UNSATISFACTORY
EMERGING
The counselor
The counselor
The counselor
The counselor
develops an action plan,
implemented through the
school counseling
program, to foster the
belief that creating a
learner-center
environment with a
positive school climate is
everyone’s responsibility.
makes clear efforts
through the school
counseling program to
foster the belief that
creating a learner-center
environment with a
positive school climate is
everyone’s responsibility.
makes limited attempts
through the school
counseling program to
foster the belief that
creating a learner-center
environment with a
positive school climate is
everyone’s responsibility.
does not make clear efforts
through the school
counseling program 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.
leads the implementation
of school-wide positive
student supports and
partnerships to improve
the school learning
environment.
exhibits limited
participation in
implementing school-wide
positive student supports
and partnerships to
improve the school
learning environment.
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.
The professional school
contributes to a school climate
that is learning-centered and
fosters the belief that all share
a responsibility for the success
of each student.
leads collaborative efforts
with stakeholders to
identify and provide
research-based programs
(e.g. I, Respect and
Protect, Positive Behavior
Supports, Communities in
Schools, ) that promote
positive student behaviors
and creates an
24 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n ACCOMPLISHED
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.
provides minimal
assistance with researchbased programs (e.g.
Respect and Protect,
Positive Behavior
Supports) that promote
positive student conduct.
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery environment that is
nurturing, orderly, safe,
and conducive to learning
with personalized student
supports.
Indicator 2F1
Contributes to Positive
School Climate
conducts school-based
action research to find
new effective practices
and conducts training for
stakeholders to
implement changes based
on the results.
researches appropriate
journals and websites to
find new effective
practices and conducts
training for school staff to
effect changes.
conducts limited research
to find new effective
practices and seldom
conducts training for
school staff to effect
changes.
does not research
appropriate journals and
websites to find new effective
practices nor conducts
training for school staff to
effect changes.
Glossary:
Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices.
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.
25 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2F: SUCCESSFUL TRANSITIONS
The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school,
school to work, or school to post-secondary, or career and technical training.
Indicator 2F2 LEVEL OF PERFORMANCE
UNSATISFACTORY
DISTINGUISHED ACCOMPLISHED
EMERGING
Team
Participation
The professional
school partners
with school
teams to
promote student
success.
The counselor
The counselor
The counselor
The counselor
actively plans, leads and
participates in meetings, related to
the case load, such as IEP, SAT,
504, MSDT, and other relevant
meetings in which stakeholders
convene to support student
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.
attends most school team
meetings related to the case
load, such as IEP, SAT, 504,
and MSDT.
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.
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.
prepares prior to meetings 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.
participates in meetings on a
limited basis, provides some
relevant information and
limited feedback on group
recommended interventions.
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.
inappropriately applies
does not apply researchapplies research-based
counseling theories and
based counseling theories
counseling theories and
professional knowledge to
and professional knowledge
applies research-based counseling
professional knowledge to
determine appropriate
to determine appropriate
theories and professional
determine appropriate
interventions and has limited
interventions nor participate
knowledge to formulate a systemic
interventions and participates
participation in the
in the development of
plan to address student needs and
in the development of effective
development of effective
effective student
leads the development of effective
student interventions to
student interventions to
interventions to improve
student interventions to improve
improve classroom and school
improve classroom and
classroom and school
classroom and school success.
success.
school success.
success.
Glossary: Research-based. Indicates that substantial studies have been conducted to substantiate the effective of these practices.
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.
26 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2F – STUDENT SUPORTS: The professional school counselor assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students. Indicator 2F3 LEVEL OF PERFORMANCE ACCOMPLISHED
EMERGING
DISTINGUISHED UNSATISFACTORY The counselor
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.
The counselor
The counselor
The counselor
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.
identifies and advocates for
student resources and
services, on a limited basis,
to address the academic,
career, and personal/social
development needs for
students.
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.
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 comprehensive
school guidance and counseling
program.
seldom presents new
opportunities and options
for improved student
support services.
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 comprehensive
school guidance and counseling
program.
builds relationships with community and
state service providers and works
collaboratively to provide appropriate
programs, services and resources to
address student needs.
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 build relationships with
community and state service
providers nor work collaboratively to
provide appropriate programs,
services and resources to address
student needs.
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.
Comprehensive school guidance and counseling program. 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, career and personal/social development that promote
academic achievement and meet developmental needs.
27 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2G: SUCCESSFUL TRANSITIONS
The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school, school
to work, or school to post-secondary, or career and technical training.
Indicator 2G1
LEVEL OF PERFORMANCE
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.
Glossary:
DISTINGUISHED
The counselor
ACCOMPLISHED
The counselor
EMERGING
The counselor
UNSATISFACTORY
The counselor
develops, implements, and
evaluates clear protocols to
effectively transition student in and
out of the school and from grade
level to grade level.
implements clear protocols to
effectively transition student in
and out of the school and from
grade level to grade level.
implements a limited number of
effective protocols to transition
student in and out of the school
and from grade level to grade
level.
does not implement 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 ensure a
holistic approach to creating
student supports related to
student transitions.
works in isolation of others
and does not follow a holistic
approach to creating student
supports related to
transitions.
collaborates with school staff
and administration in an
attempt to provide 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.
collaborates with stakeholders to
continually improve transition
interventions and best practices
and follows state protocols
related to student transitions.
seldom follows transition
interventions and best
practices and protocols to
address issues that impede
successful transitions.
does not follow transition
interventions, best
practices or state protocols
to address issues that
impede successful
transitions.
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.
Protocols. A set of best practices and recommended procedures designed to create uniformity in WV School Counseling Programs 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 records
Participating in team meetings (SAT, IEP, MSDT, etc.) to
create individualized plan for at-risk students Introducing to teacher(s)
Reviewing of graduation requirements, if applicable
Creating, updating, following Individualized education plan
Referring to appropriate resources, programs and agencies
Insuring that the transition from school to school is a process
and not a one day event
28 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n Establishing and following clear exit and transfer protocol
Introducing to teachers
Creating a buddy system
Providing enrollment packets early
Involving parents/guardians
Involving agencies and appropriate school staff
Orientation to School
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery Function 2G: SUCCESSFUL TRANSITIONS
The professional school counselor establishes student supports for successful transitioning through programmatic levels, and from school to school, school
to work, or school to post-secondary, or career and technical training.
Indicator 2G2
LEVEL OF PERFORMANCE
Preparation for Post
School Success
DISTINGUISHED
The counselor
ACCOMPLISHED
The counselor
EMERGING
The counselor
UNSATISFACTORY
The counselor
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.
creates limited
programmatic level
experiences that assist
students develop a continuum
of skills to plan and prepare
for the transition to the world
of work and post-secondary
education.
does not create
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.
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.
has limited protocols in
place to assist students in
exiting current school
prepared for maximum
success based on
individualized circumstances.
does not have consistent,
effective 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 postsecondary plans.
does not work with staff,
parents, post-secondary
institutions and workforce
when assisting students with
developing individualized exit
and post-secondary plans.
The professional
school counselor
facilitates a systemic
process for preparing
students to transition
from public schools to
post-secondary
success.
continually refines an
effective process to work with
staff, parents, post-secondary
institutions, and workforce
leaders when assisting
students with developing
individualized exit and postsecondary plans.
29 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n 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 postsecondary plans.
WEST VIRGINIA SCHOOL COUNSELOR
PERFORMANCE STANDARDS
Standard 2 - Program Delivery maintains an accurate
electronic database of
students who enter and exit
school, including each
student’s postsecondary/career plans.
maintains records of students
who enter and exit school,
including each student’s postsecondary/career plans.
maintains limited records of
students who enter and exit
school, including postsecondary/career plans.
does not maintain records of
students who enter and exit
school, including each
student’s postsecondary/career plans.
Glossary:
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 School Counseling Programs aimed at producing
outstanding student outcomes.
30 | P a g e J u l y 2 5 , 2 0 1 1 V e r s i o n