Appendix A-6 West Virginia Professional School Counselor Standard School counselors play a vital role in supporting the success of all students by providing academic, career and personal/social development through a comprehensive school counseling program (CSCP) that engages all stakeholders in providing a system of student supports within and across all programmatic levels. These Professional School Counselor Performance Standard provide a common language that describes what a counselor needs to know and be able to do, serve as a foundation for assessment of school counselor practice, and provide context for professional learning. The curriculum for West Virginia higher education school counselor preparation programs should reflect and align to these school counselor performance Standard.

Professional School Counselor Performance Standard:

These school counselor performance Standard provide the expectation that every West Virginia school counselor will demonstrate expertise in five broad areas that are the basis for what counselors must know and be able to do:

. Program Planning, Design, and Management . Program Delivery . Data Driven Accountability and Program Evaluation . Leadership and Advocacy . Professional Growth and Responsibilities Standard 1: Program Planning, Design and Management. The school counselor plans, designs, and manages a CSCP that is aligned with the state model. The CSCP consistently includes four delivery systems: Personalized Student Planning, Integrated Delivery of the West Virginia Standard for Student Success (WVSSS), Responsive Services, and Student Supports. The counselor works collaboratively with school leadership, staff, and community stakeholders to set goals and priorities for the CSCP, intentionally aligning the program with other curricular areas, relevant school initiatives, and the school's strategic plan. The school counselor assures that all program components and practices are aligned with established foundational components including the school counselor performance Standard, the school counseling mission, beliefs and philosophy statements, and state student Standard. The school counselor establishes a systemic process of involving stakeholders in program planning using diverse approaches consistent with best practices and assesses student needs and program effectiveness using a variety of tools to identify school needs and to plan specific activities designed to achieve optimal student results related to academic, career, and personal/social development needs of all students. Function 1A: Program Planning. Plans a balanced CSCP that addresses the WVSSS and all four delivery systems as described in W. Va. 126CSR67, Policy 2315, Comprehensive School Counseling Program.

Function 1B: Program Design. Designs a balanced CSCP.

Function 1C: Program Management. Manages a CSCP.

Function 1D: Stakeholder Collaboration. Collaborates with stakeholders to plan and manage the CSCP.

Standard 2: Program Delivery. The professional school counselor delivers a balanced CSCP that includes all delivery systems and systemically addresses the WVSSS and all four delivery systems within each programmatic level. In collaboration with school and community stakeholders, the school counselor delivers a Standard-and research-based guidance curriculum and school-wide prevention programs that contribute to a safe and positive school environment. The counselor engages staff and community agencies through a systemic approach to provide early identification and interventions for at-risk students. The counselor facilitates the connections between students and families with opportunities that enhance academic, career, and personal/social development, preparing students to be globally competent citizens. The counselor assures implementation of effective transitioning practices that support all students during transitions within and between programmatic levels. The counselor involves school staff in a systemic approach to assessing, identifying, and implementing school-wide crisis prevention and intervention services. The counselor continually seeks to maintain a system of school-wide supports and to empower staff to provide personalized supports for all students. Function 2A: Program Delivery. Ensures the delivery of a CSCP aligned with WVBE policy.

Function 2B: Research-Based Best Practices. Utilizes research-based best practices to deliver individual and group counseling and classroom guidance curriculum.

Function 2C: Integrated Delivery of the WVSS. Facilitates delivery the collaborative delivery of the West Virginia Student Success Standard to meet the developmental needs of all students.

Function 2D: Student Planning. Coordinates an ongoing systemic approach for career investigation and self-discovery to assist individual students in establishing personal goals and developing future plans.

Function 2E: Responsive Services. Provides a continuum of interventions in response to student needs and includes a prevention-based approach to individual and school crises and has a crisis plan in place to address the mental health component of common school-wide crises.

Function 2F: Student Supports. Assists in developing comprehensive student supports within the school and community to support academic, career, and personal/social development of all students.

Function 2G: Successful Transitions. Coordinates student supports for successful transitioning within and between programmatic levels, from school to school, school to work, or school to postsecondary and career technical training programs.

Standard 3: Data-Driven Accountability and Program Evaluation. The professional school counselor systematically gathers, examines, and analyzes individual student and school system data to evaluate the effectiveness of activities and interventions of the CSCP. The counselor assures there are process protocols available and uses the protocols to inform, plan, manage, implement, and evaluate the effectiveness of the CSCP. The counselor uses the results of the CSCP Program Audit to continually improve the CSCP in meeting the developmental needs of all students. Function 3A: Program Results. Uses data to measure the results and impact of the CSCP.

Function 3B: Program Completeness. Evaluates the degree to which CSCP is implemented and aligned to WVBE policy and the West Virginia School Counseling Model.

Standard 4: Leadership and Advocacy. The professional school counselor advocates for the success of all students by promoting equity and access to curriculum, programs, services and resources. The counselor facilitates professional learning for school staff and provides training for stakeholders that advances and reinforces the CSCP, its services and activities. The counselor promotes the achievements of students through the CSCP. In order to foster success for all students, the counselor is actively engaged in establishing school practices and procedures that contribute to an effective CSCP. The counselor assumes a school leadership role in ensuring the CSCP is an integral part of the strategic plan of the school. Function 4A: Student Advocacy. Advocates for success of all students.

Function 4B: Stakeholder Training. Facilitates appropriate training for stakeholders and staff related to the CSCP mission.

Function 4C: Program Advocacy. Advocates for and promotes the CSCP.

Standard 5: Professional Growth and Responsibilities. The professional school counselor continually seeks contemporary knowledge and skills and integrates the most current research into his/her practice in order to advance the CSCP and profession. The counselor sets professional learning goals based on identified needs using recognized national and state Standard, self-assessment, and other sources of information that inform professional practice. In order to optimize practice and discover new resources, the counselor routinely creates opportunities to engage, collaborate, and consult with other counselors. The counselor adheres to ethical Standard and local, state, and national policies that impact school counseling practice and sets high Standard of professional performance. The counselor contributes to the growth of the school counseling profession by consistent demonstration of professional habits that advance the profession and that assure a CSCP that meets the academic, career, and personal/social development needs of all students. Function 5A: Knowledge and Skills. Enhances knowledge and skills to advance professional practice.

Function 5B: Legal and Ethical Practices. Adheres to professional ethical Standard, policies, and laws in conduct and in practices.

Function 5C: Growth of Profession. Contributes to growth of the school counseling profession.

Created by the West Virginia School Counseling Model Task Force and Standard Sub-Committee.

Appendix A-7 West Virginia Elementary Mathematics Specialist (EMS) Standard (Endorsement and master's degree Programs) These Standard lead to an EMS add-on endorsement at the graduate level.

1.1. Scope. -- This rule establishes the minimum requirements for the licensure of educational personnel to be employed in the public schools of West Virginia.

10.5. Professional Student Support Certificate. 10.5.a. School Counselor. The Initial Professional Student Support Certificate valid for three years is issued for School Counselor to an applicant who meets the following criteria: MA in Counseling from an accredited IHE; and successful completion of an accredited School Counseling Program.

10.16. Certified School Counselor -- West Virginia school counselors hold a master's degree in school counseling from an accredited university and certification in school counseling from the WVDE per Policy 5202.

(a) A school counselor means a professional educator who holds a valid school counselor’s certificate in accordance with §18A-1-1 of this code. (b) Each county board shall provide counseling services for each pupil enrolled in the public schools of the county. (c) The school counselor shall work with individual pupils and groups of pupils in providing developmental, preventive and remedial guidance and counseling programs to meet academic, social, emotional, and physical needs; including programs to identify and address the problem of potential school dropouts. The school counselor also may provide consultant services for parents, teachers, and administrators and may use outside referral services, when appropriate, if no additional cost is incurred by the county board. (d) The state board may adopt rules consistent with the provisions of this section that define the role of a school counselor based on the “National Standard for School Counseling Programs” of the American School Counselor Association. A school counselor is authorized to perform such services as are not inconsistent with the provisions of the rule as adopted by the state board. To the extent that any funds are made available for this purpose, county boards shall provide training for counselors and administrators to implement the rule as adopted by the state board. (e) Each county board shall develop a comprehensive drop-out prevention program utilizing the expertise of school counselors and any other appropriate resources available. (f) School counselors shall be full-time professional personnel, shall spend at least 80 percent of work time in a direct counseling relationship with pupils, and shall devote no more than 20 percent of the work day to administrative activities: Provided, That such activities are counselor related. (g) Nothing in this section prohibits a county board from exceeding the provisions of this section, or requires any specific level of funding by the Legislature.