STANDARD 1:  Foundations of the School Counseling Profession

Certified school counselors design, deliver, and evaluate student-centered, data-driven school counseling programs that advance the mission of the school in light of recognized theory, research, exemplary models, community context, and professional standards.

Benchmark

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Articulates key features, benefits, goals, and objectives of a comprehensive school counseling program

C- Ch 1 & 3. Notes from readings and lectures related to this benchmark.

4. Articulates and documents how the school counseling program and counselor activities support the mission of the school and impact student learning;

A major mission of schools is to meet AYP. Student made notes on AYP (Adequate Yearly Progress) document from OSPI. Examined Olympia HS Report card from OSPI on their AYP. Went tohttp://reportcard.ospi.k12.wa.us/ clicked on AYP at top. Found Olympia High School.

 Discussed how counselors can help the school meet AYP as part of a team.

STANDARD 2:  School Counseling and Student Competencies

Certified school counselors know and can integrate academic, career, and personal/social student competencies, including Washington State Learning Goals and Essential Academic Learning Requirements, into the school counseling program; can teach counseling and guidance related material by using effective curriculum, instructional strategies, and instructional management; support teachers and parents in helping students develop knowledge and skill for learning, living and working; and provide information about best

practices to a school community.

Benchmark

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Identifies needs of students in academic, career, personal, and social domains and determines positive impact on student learning;

C: Ch 8 “Student Appraisal” notes.

3. Uses student records to assist students and their parents/guardians to align academic and career expectations;

Notes from 2 chapters in Ethics book “Records” pgs 241-252 & 253-270.  C: pages 101-104 notes.

C: Ch 8 “Student Appraisal” notes.

5. Guides individuals and groups of students through the development of educational and career awareness and/or plans in order to develop knowledge and skills for learning, living, and working;

C: Ch 9 “Educational Planning and Career Development” notes.

C: Ch 12 “School Counseling Today and Tomorrow” notes.

STANDARD 4:  Counseling Theories and Techniques

Certified school counselors demonstrate an understanding of established and emerging counseling theories through effective use of individual and group techniques for working with a diverse population.

Benchmark

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Counsels individual students and small groups of students using appropriate theories and techniques with respect to each diverse learner;

C: “Counseling” p 79-83. & Ch 6 “Individual and Group Procedures” notes.

4.      Articulates a personal and professional belief statement and counseling philosophy;

 End of semester paper on professional beliefs and counseling philosophy.

STANDARD 5:  Equity, Fairness, and Diversity

Certified school counselors value and show respect for all members of the community; demonstrate fairness, equity, and sensitivity to every student, and they advocate for equitable access to instructional programs and activities; use data for designing and implementing plans that remove barriers to learning; and help to close achievement gaps among sub-groups of

students.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Models, demonstrates, and advocates for fairness, equity, sensitivity, and respect for students, staff, parents/caregivers, and community members;

 C: Notes on “Poverty” p 298-299 and “Diversity” p 299-301

STANDARD 6:  School Climate

Certified school counselors work to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families and use strategies designed to prevent or resolve problems that could limit or diminish the capacity of students to learn and achieve at their highest levels.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark

8.      Models caring, acceptance, communication, and human relations skills to students, staff, parents, and community;

 Demonstrated in MED 540 class.

9. Demonstrates knowledge of ways to identify child physical, sexual, emotional abuse, and child neglect.  Knows mandated child abuse reporting laws. Understands the impact of abuse on student learning and behavior.  Has knowledge of child abuse prevention programs.  Can provide teachers with information the effects of abuse on the classroom environment and best practices for teaching children who have been the victims of child abuse.

1. Student will have read over 30 Child Abuse articles compiled by Dr. Windisch including the Washington State Educators Guide to Child Protective Services DSHS publication and provided bulleted summaries of the major points of each article.

CA Packet 1

CA Packet 2
2. Students will have watched and turned in notes of major points learned from the following 3 videos, (1) Child Abuse the Perfect Crime, by PBS  (2) Sexual Predators and Your Children by the Tacoma Police Department, (3) and A Guide for Mandated Reporters by the Washington State DSHS. See links on MED 546 Competencies

4. Will have passed (with a B or higher grade) an examination on “Child Abuse.”

5. Will have attended lectures on, taken notes on, and participated in class discussion about the following topics:

(a) Ways to identify child physical, sexual, emotional abuse and child neglect.

(b) mandated child abuse reporting laws

(c) the impact of abuse on student learning and behavior

(d) child abuse prevention programs

(e) the effects of abuse on the classroom environment

(f) Best practices for teaching children who have been the victims of child abuse.

STANDARD 7:  Collaboration with School Staff, Family, and Community

Certified school counselors work collaboratively with school staff, families, and community members to achieve common goals for the education of students, improvement of schools, and advancement of the larger community;  know appropriate behavior management strategies and can team with staff and families to improve student achievement; and use their knowledge of

community resources to make appropriate referrals based on the needs of students.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Recognizes and fosters the value of community involvement in the schools and the design of effective methods for formal and informal written and oral communication;

Lecture and discussion notes.

2. Demonstrates knowledge of effective methods for consultation;

C: Ch7 “Collaboration and Consultation” Notes

3. Accesses appropriate social service providers;

Students will use Google to find, bookmark, and print out social service providers for Thurston County.

10. Adheres to laws and regulations governing limits of information sharing.

E: Notes from 2 chapters in Ethics book “Records” pgs 241-252 & 253-270.  C: pages 101-104 notes.

STANDARD 9:  Student Assessment and Program Evaluation

Certified school counselors understand the basic principles and purposes of assessment; collection and use of data; regularly monitor student progress and are able to communicate the purposes, design, and results of assessments to various audiences; know basic principles of research design, action research, and program evaluation for purposes of program improvement and accountability.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Assesses, interprets, and communicates results to students, faculty, and parents and community with respect to aptitude, achievement, interests, and learning styles;

C: “Interpretation” p 199-202 notes.

6. Articulates the basic principles and purposes of program evaluation;

C: Chapter 10 “Evaluation of a School Counseling Program” notes.

STANDARD 10:  Leadership and Advocacy

Certified counselors support practices and policies that promote academic rigor—skills for learning, living, and working; provide leadership that enhances student academic, career, and personal/social development and advocate for guidance as an integral part of a school's educational system; model practices that help students, parents, teachers, and policy makers understand how curriculum, instruction and assessment can help students see the relationship between effort, performance, and success beyond high school. Certified school counselors help promote understanding of graduation requirements, WASL scores, and development of the

high school and beyond plan.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark

5. Practices effective listening, conflict resolution, and group facilitation skills as a team member;

 Demonstrated in MED 540 class.

6. Conducts meaningful trainings, in-services, or presentations based on assessed needs;

Student will present a 10 slide minimum PowerPoint presentation on a topic of their interest related to school counseling.

STANDARD 11:  Professionalism, Ethics, and Legal Mandates

Certified school counselors develop a professional identity congruent with knowledge of all aspects of professional functions, professional development, and state and national school counselor organizations. They adhere strictly to the profession’s codes of ethics, especially those that have been established by the American Counseling Association (ACA), the American School Counselor Association (ASCA), the National Board for Certified Counselors (NBCC), and other relevant codes of ethics. They are familiar with state and federal policies, laws, and legislation relevant to school counseling.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark

1. Writes and speaks effectively in formal and informal communications;

 Demonstrated in MED 540 class.

2. Demonstrates professional and responsible work habits;

 Demonstrated in MED 540 class.

3. Follows the current ASCA Guidelines For Practice and ACA Code of Ethics;

Student has downloaded ASCA and ACA Ethics and written notes based on the reading and lecture.

4. Demonstrates knowledge of local, state and federal policies, and laws relevant to school counseling including FERPA (Family Educational Rights and Privacy Act) and HIPAA (Health Insurance Portability and Accountability Act);

C: Notes from book on FERPA (found from book index..

Notes on HIPAA and records from:

http://www.nationalguidelines.org/guideline.cfm?guideNum=4-25

STANDARD 12:  Reflective Practice

Certified school counselors integrate knowledge, skills, and life experiences to respond effectively to new or unexpected critical events and situations; serve as change agents by using their understanding of schools as social, cultural and political systems within a larger organizational context; monitor practice with continuous, in-depth reflection; and make adjustments as needed.

Benchmarks

Assignments, Readings, Papers Taught in this class relating to this benchmark)

1. Reflects on and provides thoughtful rationales for his/her school counseling decisions;

3 Quotes and Reactions from each chapter in How Can I Help.

Reflection Paper from Tuesday’s with Morrie

Final paper on how you can best help as a school counselor.

2. Actively solicits and uses feedback for continuous improvement on his/her school counseling practice;