West Virginia School Counselor Performance Standards Standard 3 - Data Driven Accountability and Program Evaluation
The professional school counselor examines school, student, and program data to annually evaluate school counseling program
results and to assure program completeness.
Function 3A: PROGRAM RESULTS – The professional school counselor uses data to measure the results impact of the school counseling
program.
Indicator 3A1
LEVEL OF PERFORMANCE
UNSATISFACTORY
DISTINGUISHED
PROFICIENT
BASIC
Collects Data
The professional
school counselor
collects multiple
forms of data to
determine
school
counseling
program
effectiveness.
1 The counselor
The counselor
The counselor
The counselor
provides documentation of
collecting and analyzing
results data, perception
data, and process data to
document program, evaluate
effectiveness, and
implement revisions.
provides clear evidence of
collecting and using results
data, perception data, and
process data to assess
program effectiveness.
uses a limited approach to
using results data,
perception data, and
process data to assess
program effectiveness.
does not provide clear
evidence of collecting and
using results data,
perception data, and
process data to assess
program effectiveness.
researches, develops, and
implements multiple tools
(e.g. questionnaires,
pre/post surveys and tests,
skill demonstration activities,
etc.) to assess the
perceptions and knowledge
of students, parents, and
staff related to the school
counseling program.
uses multiple tools (e.g.
questionnaires, pre/post
surveys and tests, skill
demonstration activities,
etc.) to collect the
perceptions and knowledge
of students, parents, and
staff related to the school
counseling program.
uses a limited number of
tools (e.g. questionnaires,
pre/post surveys and tests,
skill demonstration activities,
etc.) to collect the
perceptions and knowledge
of students, parents, and
staff related to the school
counseling program.
does not use multiple tools
(e.g. questionnaires,
pre/post surveys and tests,
skill demonstration activities,
etc.) to collect the
perceptions and knowledge
of students, parents, and
staff related to the school
counseling program.
collects and compiles
documentation of process
data to evaluate the types of
delivery systems utilized in
the comprehensive school
guidance and counseling
collects and compiles
documentation of process
data to evaluate the types of
delivery systems utilized in
the comprehensive school
guidance and counseling
collects and compiles
inadequate documentation of
process data to evaluate
the types of delivery
systems utilized in the
comprehensive school
does not collect and compile
documentation of process
data to evaluate the types of
delivery systems utilized in
the comprehensive school
guidance and counseling
UPDATED – JULY 25, 2011 West Virginia School Counselor Performance Standards Standard 3 program and shares with
stakeholders.
program and shares with
administrators.
guidance and counseling
program and shares with
administrators when
prompted.
program nor shares with
administrators.
…continued…
Indicator 3A1
Collects Data
generates and presents
reports documenting
program results, student and
stakeholder perceptions,
closing the gap reports, and
quarterly process data
reports to share with all
stakeholders.
generates and presents
reports documenting
program results, student and
stakeholder perceptions,
closing the gap reports, and
quarterly process data
reports to share with
administration and school
staff.
generates reports
documenting program
results, student and
stakeholder perceptions,
closing the gap reports, and
quarterly process data
reports.
does not generate and
present reports documenting
program results, student and
stakeholder perceptions,
closing the gap reports, and
quarterly process data
reports to share with
administration and school
staff.
Glossary:
Results data. Outcome data; how students are measurably different as a result of the program.
Perception data. These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held, or competencies
achieved.
Process data. Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than
the results from the activities.
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.
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.
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.
West Virginia School Counselor Performance Standards Standard 3 Function 3A: PROGRAM RESULTS – The professional school counselor uses data to measure the results impact of the school
counseling program.
Indicator 3A2
LEVEL OF PERFORMANCE
UNSATISFACTORY
DISTINGUISHED
PROFICIENT
BASIC
The counselor
Analyzes
Effectiveness
The professional
school counselor
analyzes the
effectiveness of
various delivery
systems,
programs and
interventions to
drive
improvement and
enhance student
results.
The counselor
The counselor
The counselor
has a systematic sequential
process in place for data
collection and analysis.
has a clear system in place
for data collection and
analysis.
has a limited system in place
for data collection and
analysis.
does not have a system in
place for data collection and
analysis.
analyzes various delivery
systems, programs and
interventions and
disaggregates multiple sets
of data to determine
program effectiveness
related to various student
populations and implements
changes based on the
analysis.
analyzes various delivery
systems, programs and
interventions and
disaggregates data to
determine program
effectiveness on various
student populations.
analyzes few data sources
to determine program
effectiveness on various
student populations.
does not analyze various
delivery systems,
programs and interventions
and disaggregates data to
determine program
effectiveness on various
student populations.
clearly articulates strengths
and weaknesses, of the
school counseling program
and implications for program
improvement, based on
multiple data sets to all
stakeholders.
clearly articulates the
strengths, weaknesses and
implications of the school
counseling components,
interventions, and activities
based on data analysis to
school staff and
administration.
articulates the strengths,
weaknesses and
implications of the school
counseling components,
interventions, and activities
based on data when
prompted by administration.
does not clearly articulates
the strengths, weaknesses
and implications of the
school counseling
components, interventions,
and activities based on data
analysis to school staff and
administration.
analyzes individual, group,
and grade level data
changes that demonstrate
student needs and growth
related to the school
counseling program and
collaborates with
stakeholders to effect
revisions.
analyzes individual, group,
and grade level data
changes that demonstrate
student needs and growth
related to the school
counseling program and
offers recommendations to
school staff and
administration.
analyzes individual, group,
and grade level data
changes that demonstrate
student needs and growth
related to the school
counseling program.
does not analyze individual,
group, and grade level data
changes that demonstrate
student needs and growth
related to the school
counseling program.
West Virginia School Counselor Performance Standards Standard 3 Indicator 3A2
Analyzes
Effectiveness
analyzes multiple data sets
to identify gaps in delivery
systems and domains, and
to establish goals to create a
more balanced program.
analyzes process data to
identify gaps in delivery
systems and domains to
establish goals and create a
more balanced program.
incorrectly analyzes process
data to identify gaps in
delivery systems and
domains to establish goals
and create a more balanced
program.
does not analyze process
data to identify gaps in
delivery systems and
domains to establish goals
and create a more balanced
program.
Glossary:
Delivery system. The means around which the counseling program is organized and delivered; includes four components: guidance curriculum,
individual student planning, responsive services, and system support.
Stakeholders. Any person who assists with or benefits from the school counseling program and may include: students, school staff and leadership,
parents, and community members and leaders.
Process data. Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than
the results from the activities.
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.
West Virginia School Counselor Performance Standards Standard 3 Function 3B: PROGRAM COMPLETENESS – The professional school counselor evaluates the degree to which the school counseling
program is implemented and aligns to West Virginia Board of Education Policy.
Indicator 3B1
LEVEL OF PERFORMANCE
UNSATISFACTORY
DISTINGUISHED
PROFICIENT
BASIC
Conducts
Program Audit
The professional
school counselor
conducts the
program audit to
determine
program
completeness
and guide
continuous
program
improvement.
The counselor
The counselor
The counselor
The counselor
annually completes the program
audit in collaboration with all
stakeholders and presents the
generated report at an annually
scheduled meeting.
annually completes the
program audit in
collaboration with school
staff and administration and
shares with all
stakeholders.
annually completes a
program audit in isolation
of others and when
prompted, shares results
with the school principal.
does not complete the
annual program audit in
collaboration with school
staff and administration
and shares with all
stakeholders.
shows clear evidence of program
components outlined in program
audit through multiple sources
(daily logs, master calendars,
quarterly reports, lesson plans,
school schedules, website, etc.)
provides clear evidence of
program components as
outlined in the program
audit.
provides limited evidence
program components
identified in the program
audit.
does not provide clear
evidence of program
components as outlined in
the program audit.
proactively works with
stakeholders to improve
program components that were
identified as incomplete in the
program audit and evaluates the
revision.
proactively works with
school leadership to
improvement program
components that were
identified as incomplete in
the program audit.
works in isolation to
improvement program
components that were
identified as incomplete in
the program audit.
does not work with school
leadership to improvement
program components that
were identified as
incomplete in the program
audit.
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.
Program audit. A program audit refers to the assessment of the school counseling program on the components of the American School Counselor
Association National Model; the primary purpose for collecting information is to guide future action within the program and to improve future results for
students.
West Virginia School Counselor Performance Standards Standard 3 Function 3B: PROGRAM COMPLETENESS – The professional school counselor evaluates the degree to which the school counseling
program is implemented and aligns with the WV Board of Education Policy.
Indicator 3B2
LEVEL OF PERFORMANCE
UNSATISFACTORY
DISTINGUISHED
PROFICIENT
BASIC
Documents
Program
Components
The professional
school counselor
maintains
documented
evidence of the
implemented
components of
the school
counseling
program.
The counselor
The counselor
The counselor
The counselor
annually develops a portfolio or
a comprehensive compilation of
documents that elaborates on all
components of the
comprehensive school
guidance and counseling
program (foundation,
management system,
accountability, curriculum scope
and sequence, resources, and
delivery system).
provides clear documentation in
reference to all components of
the comprehensive school
guidance and counseling
program (foundation,
management system,
accountability, curriculum scope
and sequence, resources, and
delivery system).
provides a basic outline
of the comprehensive
school guidance and
counseling program
that provides monthly
highlights.
does not provide clear
documentation in reference to
all components of the
comprehensive school
guidance and counseling
program (foundation,
management system,
accountability, curriculum
scope and sequence,
resources, and delivery
system).
provides a detailed plan and
complete documentation of the
school counseling program
through multiple sources (i.e.
web pages, lesson plans,
resource links, protocols,
calendars, logs, counseling
tools, and school-specific forms).
provides documentation of the
school counseling program
through multiple sources (i.e.
web pages, lesson plans,
resource links, protocols,
calendars, logs, counseling
tools, and school-specific forms).
provides limited
documentation of the
school counseling
program through few
sources (i.e. web
pages, lesson plans,
resource links,
protocols, calendars,
logs, counseling tools,
and school-specific
forms).
does not provide
documentation of the school
counseling program through
multiple sources (i.e. web
pages, lesson plans, resource
links, protocols, calendars,
logs, counseling tools, and
school-specific forms).
In collaboration with all
stakeholders, uses multiple data
sources, such as program data,
perception data, and process
data, to set annual program
goals to drive continuous
program improvement.
in collaboration with school staff
and administration, uses
program data to set annual
program goals to drive
continuous program
improvement.
uses program data to
set annual program
goals to drive
continuous program
improvement.
in collaboration with school
staff and administration, uses
program data to set annual
program goals to drive
continuous program
improvement.
West Virginia School Counselor Performance Standards Standard 3 Indicator 3B2
Documents
Program
Components
annually archives program data
to show longitudinal trends and
document program growth and
shares with stakeholders.
annually archives program data
to show longitudinal trends and
document program growth and
shares with school staff and
administration.
archives program data,
when prompted, to show
longitudinal trends and
document program
growth.
does not annually archive
program data to show
longitudinal trends and
document program growth
and share with school staff
and administration.
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 promotes academic
achievement and meets developmental needs.
Results data. Outcome data; how students are measurably different as a result of the program.
Perception data. These data measure what students and others observe or perceive, knowledge gained, attitudes and beliefs held, or competencies
achieved.
Process data. Method of evaluation using figures such as numbers of students served, groups, and classroom visits to show the activities rather than the
results from the activities.