Indicator Does Not Meet Standard Developing Proficiency Proficient Relative to Exceeds Standard (E) (DNM) Toward Standard (DP) Standard (PR) 5.1 The PSC leads and Does not regularly attend Sometimes demonstrates a Takes a leadership role in Pursues leadership advocates for school mandated school or District leadership role in meetings and activities opportunities for stakeholder counseling program within meetings. Does not school/District meetings and designed to plan curriculum, collaboration. Shares the counseling department, participate in collaborative activities, but with minimal coordinate resources and responsibility for decision school setting and activities. engagement. address school district and/or making and accountability to community. community needs. facilitate student success. 5.2 The PSC advocates for the Rarely attends team Demonstrates limited Prepares in advance by Partners with school staff, success of all students by meetings for students on consultation and examining and analyzing parents and community actively engaging other caseload and/or is not collaboration with parents, individual student data and stakeholders to ensure stakeholders in school teams adequately prepared to teachers, administrators and regularly participates in appropriate student support that provide individualized support the development of other team members. student support teams. teams are in place and aligned student supports. effective student academic or Advocates for individualized with best practices. Knows and support plans. plans, resources and service uses an effective consultation to support student success. model with corresponding Engages stakeholders in data in working with these respectful communication partners. This includes the that supports student development and success. implementation of action plans. 5.3 The PSC uses qualitative Cannot articulate or locate Has a basic knowledge of Demonstrates clear Displays extensive knowledge and/or quantitative data to school policy/procedures. school policies and understanding of school of both school and district recommend systemic change Misinterprets policy when procedures. Occasionally policies and procedures. policies and procedures. Uses in policy and procedures that approached by others with uses data to inform Consistently uses data to data to drive limit or inhibit equity, access concerns of fairness. Minimal recommendations. design recommendations recommendations that shape or academic achievement. evidence of advocating for which promote academic policy and procedure for policy or procedural change achievement. systemic improvement aimed to improve student success. at improving student success. Guiding Questions Examples Evidence Examples
Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 5.1 The PSC leads and advocates for school counseling program within the counseling department, school setting and community. Does not regularly attend mandated school or District meetings. Does not participate in collaborative activities. Sometimes demonstrates a leadership role in school/District meetings and activities, but with minimal engagement. Takes a leadership role in meetings and activities designed to plan curriculum, coordinate resources and address school district and/or community needs. Pursues leadership opportunities for stakeholder collaboration. Shares responsibility for decision making and accountability to facilitate student success. 5.2 The PSC advocates for the success of all students by actively engaging other stakeholders in school teams that provide individualized student supports. Rarely attends team meetings for students on caseload and/or is not adequately prepared to support the development of effective student academic or support plans. Demonstrates limited consultation and collaboration with parents, teachers, administrators and other team members. Prepares in advance by examining and analyzing individual student data and regularly participates in student support teams. Advocates for individualized plans, resources and service to support student success. Engages stakeholders in respectful communication that supports student success. Partners with school staff, parents and community stakeholders to ensure appropriate student support teams are in place and aligned with best practices. Knows and uses an effective consultation model with corresponding data in working with these partners. This includes the development and implementation of action plans. 5.3 The PSC uses qualitative and/or quantitative data to recommend systemic change in policy and procedures that limit or inhibit equity, access or academic achievement. Cannot articulate or locate school policy/procedures. Misinterprets policy when approached by others with concerns of fairness. Minimal evidence of advocating for policy or procedural change to improve student success. Has a basic knowledge of school policies and procedures. Occasionally uses data to inform recommendations. Demonstrates clear understanding of school policies and procedures. Consistently uses data to design recommendations which promote academic achievement. Displays extensive knowledge of both school and district policies and procedures. Uses data to drive recommendations that shape policy and procedure for systemic improvement aimed at improving student success. Guiding Questions Examples Evidence Examples