3.1. The CSCP is an integral part of the total school program and is aligned with the school's mission. The CSCP is a proactive, systemic approach to assist students with the acquisition of attitudes, knowledge, skills, and behaviors necessary to maximize student success and preparation for a variety of postsecondary options. The CSCP provides universal prevention for all students, targeted interventions for at-risk students, and intensive interventions for the most at-risk students. The CSCP is Standard-based and designed to developmentally and sequentially address the WVSSS within each programmatic level. The CSCP utilizes school and community data to identify student needs in relation to the CSCP and to set annual priorities for the WVSSS. A certified school counselor, in collaboration with school and community stakeholders, will develop an Annual CSCP Plan in order to coordinate and implement a CSCP designed to address student needs. The CSCP contains four distinct delivery systems.

4.1. Each county board of education shall ensure that the CSCP: 4.1.a. is proactive and preventive, comprehensive in scope, and developmental in nature, and enhances opportunities for every student to achieve school success through academic, career, and personal and social development experiences, preparing all students to become globally responsible citizens; 4.1.b. provides all Pre-K-12 students opportunities to achieve the foundational Standard established in the WVSSS; 4.1.c. provides an organized, integrated, and planned approach that is sequential, needs-based, and integral to the educational process; 4.1.d. utilizes student, school, and community data to identify student needs and implement evidence-based practices to address identified needs; 4.1.e. is aligned with the West Virginia School Counseling Model, a three-tiered system of student support that provides universal prevention, targeted interventions, and intensive interventions; 4.1.f. is aligned with applicable WVBE policies [W. Va. 126CSR114, WVBE Policy 5100, Approval of Educator Preparation Programs (hereinafter Policy 5100); W. Va. 126CSR142, WVBE Policy 5310, Performance Evaluation of School Personnel (hereinafter Policy 5310); W. Va. 126CSR99, Policy 4373, Expected Behavior in Safe and Supportive Schools (hereinafter Policy 4373); W. Va. 126CSR0444, Policy 2520.19, West Virginia College- and Career-Readiness Dispositions and Standard for Student Success for Grades K-12 (hereinafter Policy 2520.19), and W. Va. 126CSR42, Policy 2510, Assuring the Quality of Education: Regulations for Education Programs (hereinafter Policy 2510)]; 4.1.g. is coordinated by a certified school counselor as defined in W. Va. 126CSR136, WVBE Policy 5202, Minimum Requirements for the Licensure of Professional/Paraprofessional Personnel and Advanced Salary Classifications (hereinafter Policy 5202) and delivered collaboratively with school and community professionals; 4.1.h. includes the four program delivery components identified in Section 5 of this policy; 4.1.i. adheres to the Family Educational Rights and Privacy Act (20 U.S.C. §1232g, 34 CFR Part 99) (hereinafter FERPA), guidelines, the American School Counselor Association Ethical Standard, confidentiality laws/guidelines, and informed consent as defined in Section 10: Glossary; and 4.1.j. is supported and monitored by the principal who ensures that the school counselor and leadership team develop an Annual CSCP Plan that is aligned with requirements set forth in this policy.

5.1. This section defines components of a Standard-focused and evidence-based CSCP to be addressed by county policy and monitored by county and school leadership. Delivery components include: 5.1.c. Responsive Services are provided when events and situations in students' lives or in the school climate and culture impedes student success. Responsive services offer preventive activities and programs to address the identified needs of students in each school, as well as evidence-based interventions to address targeted student needs. The services include working with at-risk students to provide the help and support needed to ensure grade level success. Usually short-term in nature, responsive services include individual and small group counseling, academic and behavior intervention plans, crisis prevention and response, consultation with parents/guardians and other school staff, and referrals to school and community resources. Some students may require an immediate and expert response to assist with an academic, emotional, or behavioral crisis. In cases where students require ongoing support or therapy, the counselor makes appropriate referrals and works with families to secure appropriate resources within the school or community. Schools identify who will coordinate and follow-up on each referral. The school counselor collaborates with stakeholders to create a school-wide, 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. The school crisis team educates other stakeholders to assist with school-wide crisis preparedness, prevention, intervention, and response, outlining responsibilities and best practices in the school crisis planning and response. 5.1.d. Student Supports consists of a systemic, coordinated approach of developing and implementing programs and activities within the school and community aimed at supporting the success of all students. High quality education programs provide well-designed student support systems, ensuring that the learning environment is safe and supportive and that the academic, social and emotional, and career development needs of students are identified and addressed. The school counselor collaborates with stakeholders to ensure school-wide coordination of the CSCP and other student support programs. Schools design and identify programs and resources that address identified student needs and enhance the success of each child. Additionally, students and families may seek support to address their unique academic, career and personal-social needs.

Chapter 6: PROCEDURES FOR TAKING ACTION ON SUBSTANTIATED INAPPROPRIATE BEHAVIORS

Section 2. Guidelines for Specific Responses to Inappropriate Behavior

Suspension: The purpose of suspension is to protect the student body, school personnel and property, the educational environment, and the orderly process of the school. Suspension is considered a temporary solution to inappropriate behavior until the problem that caused the suspension is corrected. The length of a suspension should be short, usually one to three school days, but may extend to ten school days.

Chapter 6: PROCEDURES FOR TAKING ACTION ON SUBSTANTIATED INAPPROPRIATE BEHAVIORS

Section 2. Guidelines for Specific Responses to Inappropriate Behavior

Suspension: The purpose of suspension is to protect the student body, school personnel and property, the educational environment, and the orderly process of the school. Suspension is considered a temporary solution to inappropriate behavior until the problem that caused the suspension is corrected. The length of a suspension should be short, usually one to three school days, but may extend to ten school days.