DOMAIN I: INFORMED DECISION MAKING ELEMENT B: PLANNING THE STANDARDS DOES NOT SHOWS GROWTH IN MEET THE STANDARDS MEETING THE STANDARDS Frequently demonstrates Demonstrates growth in an Needs support with Consistently demonstrates an understanding of the understanding of the curriculum demonstrating an understanding an understanding of the curriculum and can translate and can translate that of the curriculum and can curriculum and can translate that understanding into plans for understanding into plans for translate that understanding into that understanding into plans student transitions. student transitions. plans for student transitions. for student transitions. Frequently designs activities Demonstrates growth in design- Needs support to Consistently designs activities that communicate the relevancy ing activities that communicate design activities that communi- that communicate the relevan- of curricular to all the relevancy of curricular goals cate the relevancy of curricular cy of curricular goals to all stakeholders. to all stakeholders. goals to all stakeholders. stakeholders. Frequently conducts meaningful Demonstrates growth in Needs support to Consistently conducts four-year planner conferences conducting meaningful four- conduct meaningful four- meaningful four-year that provide academic and career year planner conferences that year planner conferences that planner conferences that information. provide academic and career provide academic and career provide academic and career information. information. information.
DOMAIN I: INFORMED DECISION MAKING ELEMENT B: PLANNING THE STANDARDS SHOWS GROWTH IN MEETING THE STANDARDS DOES NOT MEET THE STANDARDS Consistently demonstrates an understanding of the curriculum and can translate that understanding into plans for student transitions. Frequently demonstrates an understanding of the curriculum and can translate that understanding into plans for student transitions. Demonstrates growth in an understanding of the curriculum and can translate that understanding into plans for student transitions. Needs support with demonstrating an understanding of the curriculum and can translate that understanding into plans for student transitions. Consistently designs activities that communicate the relevan- cy of curricular goals to all stakeholders. Frequently designs activities that communicate the relevancy of curricular to all stakeholders. Demonstrates growth in design- ing activities that communicate the relevancy of curricular goals to all stakeholders. Needs support to design activities that communi- cate the relevancy of curricular goals to all stakeholders. Consistently conducts meaningful four-year planner conferences that provide academic and career information. Frequently conducts meaningful four-year planner conferences that provide academic and career information. Demonstrates growth in conducting meaningful four- year planner conferences that provide academic and career information. Needs support to conduct meaningful four- year planner conferences that provide academic and career information.
School%20Counselor%20Guidelines.docx