1. Creating the Annual Comprehensive School Counseling Program (CSCP)Plan
Dr. Barb Brady
School Counseling Coordinator
Office of Secondary Programs

2. CSCP Plan Considerations
Program Completeness (Program Audit)
State Model Alignment
3-Tier Model Assessment
Delivery System Appraisal (using audit)
School Counselor Performance Standards
Evaluation goals
Student, school & community data
WV Student Success Standards (grade-level
priorities)

4. Self Reflection includes assessing program completeness
to guide setting annual program growth goals.

6. Standards (5) – Broad statements/ constructs
Overarching Standards Performance level Rubrics
Standards (5) – Broad statements/ constructs
Functions (19)– Describes the important functional or procedural parts of the standard
Indicators (50)– Further delineate the functions into observable measures

7. WV Professional School Counselor Standards
Standard 1: Program Planning, Design and Management
Standard 2: Program Delivery
Standard 3: Data Driven Accountability and Program Evaluation
Standard 4: Leadership and Advocacy
Standard 5: Professional Growth and Responsibilities
Begin in July with the 100+ page document.
Wordle’s – were to begin to ensure that the standards were a picture of what we would want a school counselor to know and be able to do.

8. Approval of Educational Personnel Preparation Programs
Standards also
found in WVBE 5100:
Approval of Educational
Personnel Preparation
Programs

9. Standards also
Found in WVBE 5100:
Approval of Educational
Personnel Preparation
Programs

10. Provides detailed
school counseling program
framework and details
the role of the WV school
counselor

11. WV School Counseling Model and Policy 2315
SO this leads up to the ASCA National Model
As you view the graphic, you will notice there are four areas
FOUNDATION
DELIVERY SYSTEM
MANAGEMENT SYSTEM
ACCOUNTABILITY
The visual show that the foundation, a program’s core beliefs, philosophy and mission, dictates both how the program is management and how it is delivered.
These two components go hand in hand:
Delivery system is the ways in which counselors deliver services.
The management system ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student.
Both the delivery and management lead to the Accountability component.
And accountability leads back to the foundation because results of our program lead to program improvement, which begins once again with the foundation.

12. Standard Elements align with WV’s Multi-tiered Prevention-based System
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk
Community/School Partnerships
Secondary Prevention:
Specialized Groups
Systems for Students with At Risk Behavior
Primary Prevention:
School/Classroom-Wide for Students, Staff and Families
[advisor-advisee and developmental guidance]

15. As per WVBE Policy 5310:
Performance Evaluation of
School Personnel…
School Counselors are under
the new evaluation system
This guide details the
evaluation components
and process.
Link is found on front page of
WVDE school counseling website

16. Sample Rubric

17. Self Reflection is guided by examining one’s own performance level in each of the 13 standard elements.

18. SMART Goals S - Specific M - Measurable R – Results-oriented
The outcome is clear.
S - Specific
You can count it or see it.
M - Measurable
You have what you need to be able to do it.
A - Achievable
It is aligned with school/district goals.
R – Results-oriented
A specific date has been set.
T - Timed

19. Counselor Jump Screen: On this screen Click on “Add a Goal”
To complete self-reflection, counselor will click on Add self reflection. To add goals, counselor will click on Add a Goal. To add evidence, counselor will click on add evidence.
Counselor Jump Screen: On this screen Click on “Add a Goal”

20. Action Plans: Evaluation Website
Once goals are set, counselors will develop action steps to guide
goal attainment, identifying resources needed to achieve goal.

21. Online evaluation system (form in evaluation guide) will aid
counselors in the development of the student impact goal.

22. Job Description Alignment
Are county/school job descriptions aligned with the WV School Counseling Model and WV Performance Descriptors?
Model Job descriptions have been created to align with new standards.
Appendix A in Model booklet
Overarching job descriptions
Programmatic level – recommendations
Institutional Ed./ Vocational Technical Schools
Job descriptions should support counselors being able to be ‘accomplished’.

23. (Process, Perception, Results)
Data-driven Goals
(Process, Perception, Results)
Needs assessments
Student, staff and family forums
Culture surveys
Informal conversations
Etc.

24. (Process, Perception, Results)
Data-driven Goals
(Process, Perception, Results)
What’s in place within each tier/delivery system?
What’s missing? What will you improve this year?
Integrated Delivery of WV Student Success Standards
Systemic process addressing all standards within programmatic level
Personalized Student Planning
Parental engagement in academic planning – early learning grades
PEP Process (alignment with model, parental engagement)
Responsive Services
Group counseling (#, types, who participates)
Referral process
Crisis Plan
Student Supports
Expanded school mental health
Advising/mentoring
Positive behavior support programs
Crisis Prevention/Response system
Tutoring/credit recovery
Student leadership, etc

25. (Process, Perception, Results)
Data-driven Goals
(Process, Perception, Results)
What’s in place within each tier/delivery system?
What’s missing? What will you improve this year?
How do you communicate with stakeholders?
Assessment and Documentation Tools
School Counseling Program Audit
3-tier Assessment tool
Program evaluation tools for specific programs (advisory, PBIS, Bullying Prevention, etc.)
# of students, staff, parents participating
PEP Plans
Curriculum maps
Public Relations Tools (website, newsletter, program report card, etc.)

26. What does the current data tell us?
Data-driven Goals
(Process, Perception, Results)
Student and School Data
Discipline
Attendance
Grades
Assessment data
PEP completion rates
Retention/dropout/graduation rates
Parental engagement
FAFSA completion rates
Culture survey
Etc.
Community data
Disaster
Kids count (poverty rates, employment, domestic violence, educational attainment levels, Juvenile delinquency, etc. )
Resources
What does the current data tell us?
How are students different as a result of the school counseling program?
Student Impact Goal

31.
Forms are located on the front page of the school counseling website (State Model Implementation Tools) Can be duplicated when addressing more than one goal in a standard.

32. bashcraft@access.k12.wv.us http://wvde.state.wv.us/counselors/
Dr. Barb Brady