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.

STANDARD 1 

Benchmarks

Performance Measures, Assignments, Readings, Papers, projects, etc. relating to this benchmark

Instructor

And Student

Benchmark

Signoff

3. Collects and analyzes data to determine impact of school counselor program on student achievement

1. Readings: All of textbook A which discusses the MEASURE accountability process for School counselors.

2. Student summarized in bulleted format the major ideas they learned from their readings, discussion & lecture related to this benchmark.

School Counselor Accountability

3. Readings: Chapter 10 of C. “Evaluation of a School Counseling program.”

4. Student summarized in bulleted format the major ideas they learned from readings, discussion & lecture on this benchmark.

Counseling in Schools Chapter 10

D: TAC

 TAC

 TAC

 TAC

6. Demonstrates understanding of School Improvement Plan (SIP) processes and how it relates to the school counseling program;

1. Student will thoroughly examine the OSPI website on SIP: http://www.k12.wa.us/SchoolImprovement/process.aspx which describes the SIP process in Washington state. Student provided written notes summarizing the website.

2. Student will go to OSPI website http://www.k12.wa.us/SchoolImprovement/webtool.aspx and download  the powerpoint presentation “School Improvement Planning from Start to Action.”

3. Student summarized the major ideas they learned from the powerpoint presentation.

School Improvement Plan

D: TAC

  TAC

 TAC

7. Uses school report card, other data, and SIP to design systemic interventions based on research and theory.

1. Student will have gone to the OSPI Report Card website http://reportcard.ospi.k12.wa.us/ and will have demonstrated to the instructor the ability to:

(a) Find information on a particular school.

(b) Compare similar schools based on sets  of criteria.

(c) download school data into excel.

(2) Used Texbook A’s approach to design systematic intervention for a school based on research and theory.

D: TAC

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

 Instructor

And Student

Benchmark

Signoff

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

1. Readings: “Assessing Students’, Parents’ and Teachers’ need,” pages 112-114 of text C and Chapter 1 of text A.

2. Student summarized in bulleted format the major ideas they learned from readings, discussion & lecture on this benchmark.

School Counselor Accountability

Counseling in School Pgs. 112-114

3. Student has examined the SMU “Positive Impact on Student Learning” form that is used in the internship as a way of measuring positive impact on student learning.

Positive Impact Form

I: TAC

 TAC

 TAC

4. Knows and integrates academic, career, and personal/social student competencies, including Washington State Learning Goals, Essential Academic Learning Requirements, and Grade Level Expectations, into the school counseling program;

1. Readings: All of Textbook A and Chapter 5 “Developing a Program from Text C.

2. Student has provided a link from a webpage to the current OSPI EALR’s and Washington State Learning goals.

http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx

3. Student has been involved in class discussion approaches for integrating WASL’s & EALR’s into the school counseling program.

Class Discussion

4. Student summarized in bulleted format the major ideas they learned from readings, discussion & lecture on this benchmark.

School Counselor Accountability

Counseling in Schools Chapter 5

D: TAC

 TAC

 TAC

 TAC

8. Able to design needs assessment, analyze results, and use data to set priorities

1. Readings: Textbook C pages 112-114.

Counseling in Schools Pages 112-114

2. Student has designed a sample needs assessment for a specific elementary school, or a middle school, or a high school based on data from the OSPI report card http://reportcard.ospi.k12.wa.us/. And based on hypothesized returns from that data, the student has set appropriate priorities.

D: TAC

STANDARD 3:  Human Growth and Development

Certified school counselors apply comprehensive, in-depth knowledge of human growth and development to improve student learning and well being and to enhance resiliency; provide guidance to parents and teachers about developmentally appropriate practices that support

students throughout their schooling experience.

Benchmark

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

Instructor

And Student

Benchmark

Signoff

3. Consults with staff and families about developmental needs of students and increases resiliency of students through development of skills in academic, career, and personal/social domains and enhances personal connections to school, family and community;

1. Readings:  Text C: All of Chapter 4. “Essential Services” with particular emphases on Parent and teacher Counseling” and “Consulting.” Pages 83-84.

Counseling in Schools Chapter 4

I: TAC

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

Instructor

And Student

Benchmark

Signoff

3. Disaggregates data to identify areas where students may be negatively impacted by school practices and policies and proposes solutions;

1. Student will have gone to the OSPI Report Card website http://reportcard.ospi.k12.wa.us/ chosen a school, clicked on the WASL tab, and copied and pasted into a  paper comparisons  of all students, low income students, and ethnic comparisons, discussed whether there might have been significantly differences between the groups, and discussed in the paper the possibilities that school practices may have resulted in data differences (if any) and proposed solutions (if any need to be made) to be considered by a SIP committee.

WASL Data for FP

D: TAC

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

 Instructor

And Student

Benchmark

Signoff

2.      Demonstrates knowledge of current law and best practices in the prevention of bullying/harassment, violence, and substance abuse as barriers to student learning;

1. Student will have thoroughly read the OSPI  safe school website and know how to access, copy, and make links from a web page to information from:

http://www.k12.wa.us/safetycenter/Planning.aspx?CurrentSafetyPageId=52 particularly the tabs on the left (Use down areas next to tabs!)related to “Harassment, intimidation, Bullying” “Violence Prevention and Intervention Resources”

2. Students demonstrate ability to use ERIC, and Education Databases from the Saint Martin’s Library (like Academic Search Premier) in these areas.

Class Discussion Andrea Guest Speaker

http://www.stmartin.edu/library/databases/

3. Students will make a web page with annotated links to current laws and best practices related bullying/harassment, violence, and substance abuse in schools.

Bullying Resources

4. Reading” Ch 3 of E. “Students at Risk for Violence” with bulleted summary of major points turned in.

Ethical and Legal Issues Chapter 3

5. Student will have read the ASCA position statement on “The Professional School Counselor and the promotion of Safe Schools” and made written notes. Text E pages574-575.

Ethical and Legal Issues P. 574

D: TAC

  TAC

  TAC

 TAC

  TAC

3.      Can articulate the school counselor’s role as an active participant in the school improvement planning process to ensure a school climate that supports equitable learning for all students;

1. Student will thoroughly examine the OSPI website on SIP: http://www.k12.wa.us/SchoolImprovement/process.aspx which describes the SIP process in Washington state.

2. Student will go to OSPI website http://www.k12.wa.us/SchoolImprovement/webtool.aspx and download, and learn from the powerpoint presentation “School Improvement Planning from Start to Action”.

3. Student will write a short paper on the school counselor’s role as an active participant in the school improvement planning process to ensure a school climate that supports equitable learning for all students.

D: TAC

 TAC

4.      Understands the site’s comprehensive safe schools plan and the role of staff, students, families, and community in this process, including peer helper and student leadership programs;

1 Students will examine, and there will be class discussion on a particular school districts’ comprehensive safe school plan. (Steilacoom’s). The student will write a short reaction paper to the plan http://steilacoom.k12.wa.us/district/disasterguide.asp

Class Discussion

Steilacoom Safe Schools

2. Students will research on the WWW and write a short paper on the following that includes annotated websites related to:

(a) comprehensive safe schools plan

(b) the role of staff, students, families, and community in safe school plans

(c) peer helper programs (best practices)

(d) student leadership programs (best practices)

D: TAC

7.      Collects and analyzes data regarding physical, social, psychological, and intellectual safety of the school environment;

1. Student will search on the internet for already developed surveys that analyzes data regarding physical, social, psychological, and intellectual safety of the school environment.

2. Student will adapt and develop (or ask for permission to use and modify) a school wide survey that will allow analysis of the physical, social, psychological, and intellectual safety of the school environment.

D: TAC

 N/A

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.
Child Abuse Packet 1 Notes

Child Abuse Packet 2 Notes

CPS Guest Speaker

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.

Child Abuse the Perfect Crime Notes

Tacoma Police Video Subject: Westley Dodd

Mandated Reporter Info

http://www.leg.wa.gov/rcw/index.cfm?fuseaction=section&section=26.44.030

3. Student will have found a recent (within the last 2 years) internet article (from a credible site) related to child abuse, written a 1 page summary handed out to everyone in the class with reference cited in APA format (with both the one page summary AND a copy of the article to be turned in to the instructor) and presented a 4-5 minute (no longer!) summary to the class on the main points of the article.

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

Test grade A

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.

Child Abuse Packet 1 Notes

Child Abuse Packet 2 Notes

CPS Guest Speaker

D: TAC

 TAC

 N/A

 TAC

 TAC

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

Instructor

And Student

Benchmark

Signoff

2. Demonstrates knowledge of effective methods for consultation;

1. Readings:  Text C: All of Chapter 4. “Essential Services” with particular emphases on Parent and teacher Counseling” and “Consulting.” Pages 83-84.

Counseling in Schools Chapter 4

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

a. Understanding a systems approach to consulting.

b. Blake & Moutons High Task, High Person approach to leadership and consulting

c. Finding common ground, common vision as an important aspect of consulting.

d. Determining how school mission statements and school stakeholders vision of what they want to achieve ties into effective consulting.

e. Importance of involving all “stakeholders” in consulting and change, parents, all ESA’s, teachers, staff, and community.

f. Tying consulting into SIP.

Class Discussions

D: TAC

 TAC

STANDARD 8:  Information Resources and Technology

Certified school counselors select and use informational resources and technology to facilitate delivery of a comprehensive school counseling program that meets student needs; and skillfully uses technology to enhance communication.

Benchmarks

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

 Instructor

And Student

Benchmark

Signoff

1. Demonstrates proficiency in word processing, presentation software, database use, and utilization of search and navigation skills related to school counseling;

1. Students will demonstrate proficiency in word processing by effectively writing and turning in all assignments using Microsoft Word documents.

Training at TCC in Microsoft Office Software

Use Microsoft Word almost daily for work and school

2.  Students will demonstrate proficiency in database use by accessing and disaggregating data from the OSPI Report Card Site. They will also have demonstrated a basic knowledge of the use of the WinSoft Database for student tracking and information.

Class Demonstration on WinSoft

Daily use of databases

3.  Students will demonstrate proficiency in database use of utilization of search and navigation skills by having completed all lessons in the “World Wide Web Boot Camp for School Counselors – CD” and turned in notes on the important points they learned from the lessons.

Boot Camp

D: TAC

 TAC

2. Selects and utilizes technology to facilitate delivery of a comprehensive school counseling program that meets student needs;

1. Student will have developed (a) a school counselor website for an elementary, middle school, or high school that provides information for parents, students, and staff relating to a comprehensive school counseling program  and (b) a website that provides links from the OSPI ESA School Counselor  Standards and Benchmarks to evidence of the student having completed those benchmarks:

2. The  websites will have been assessed by the instructor to have been:

(a) of high quality in terms of content, appearance, and usefulness

(b) links worked, were appropriate, useful, and well annotated.

(c) Spelling and grammar were correct.

(d) the website reflected the individual and included photos.

D: TAC

3. Utilizes technology to strengthen communication with staff, families, and community.

1. Has completed 2 above -- requirements that demonstrate web design skills.

2. Effectively communicated in class via email.

Utilize Microsoft Outlook daily for work

3. Has shown to the instructor the ability to utilize Frontpage to collect visitors information.

D: TAC

 N/A

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

Instructor

And Student

Benchmark

Signoff

5. Uses data to identify and support students at risk of school failure;

1. Student will have completed benchmarks 2.1 and 6.3 above.

School Counselor Accountability (2.1)

Counseling in Schools Pgs. 112-114 (2.1)

2. Student will have attended and participated in classroom discussion on the topic of randomly selecting students at risk, and then interviewing these students as a means of collecting data to identify and support these students.

Class Discussion

I: TAC

 TAC

7. Identifies a “closing the gap” activity, articulates a tentative hypothesis, and proposed a research-based intervention.

1. Student will have completed benchmark 1.6.

2. Student will go to OSPI website http://www.k12.wa.us/SchoolImprovement/webtool.aspx and download,  the powerpoint presentation “School Improvement Planning from Start to Action”

3. Student summarized major ideas they learned from the powerpoint presentation as related to closing the gap activities.

School Improvement Plan

4. Student will have used Textbook A’s approach to design systematic intervention for a school based on research and theory.

School Counselor Accountability

I: TAC

 TAC

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

Instructor

And Student

Benchmark

Signoff

1. Contributes to the school improvement planning process;

Student will have completed Benchmark 1.6

I: TAC

3. Works with colleagues to provide an effective learning climate within classrooms and the school;

Student will have read all of A Framework for Understanding Poverty by Ruby Paine and made written notes on how understanding poverty can help lead to an effective learning climate within the classroom.
Framework Notes

I: TAC

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

Instructor

And Student

Benchmark

Signoff

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

1. Student has demonstrated to the professor’s and the student’s satisfaction their ability to write and speak effectively in both formal and informal communications in this class.

D: TAC

5. Maintains current knowledge and skills through on-going reading, professional development, and participation in professional organizations;

1. The student has thoroughly explored the ACA and ASCA and WCA and WSCA websites and written bulleted notes on useful aspects of each website (with links), as well as on information on professional organizations presented by the instructor.

2. The student has written a few paragraphs on the importance of participation in professional organizations including the importance of attending professional conferences.

I: TAC

7. Promotes appropriate use of assessment tools and presentation of relevant, unbiased data.

1. The student has read, and the class has discussed in class Section A.9 of the ASCA Ethical standards (pages 461-462 of E) and Section E of the ACA Code of Ethics (pages 482-485).

2. The student has completed a bulleted list of the main points in these readings acceptable to the instructor indicating the student’s understanding of this topic.

I: