Standard 1 - Student Achievement
Demonstrates ability to enhance academic performance and support for implementation of the school district's student achievement goals.
In addition to the environment created by a school counselor with students in the classroom, this standard can also be observed through application of leadership, advocacy and collaboration skills. “...as a part of a comprehensive school counseling program, school counselors promote student achievement and systemic change that ensures equity and access to rigorous education for every student and leads to closing achievement, opportunity and attainment gaps (Dahir & Stone, 2009; Martin & House, 2002 as cited in ASCA National Model, 3rd Edition).”
a. Provides multiple forms of evidence of student learning to students, families, and staff.
b. Implements strategies supporting student, building, and district goals.
c. Uses student performance data as a guide for decision-making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student learning.
g. Communicates with students, families, colleagues, and communities effectively and accurately.
Aligned School Counselor Competencies:
• Serves as a leader in the school and community to promote and support student success (I-B-2).
• Advocates for student success (I-B-3).
• Collaborates with parents, teachers, administrators, community leaders and other stakeholders to promote and support student success (I-B-4).
• Acts as a systems change agent to create an environment promoting and supporting student success (I-B-5).
Criterion:
Leadership
Advocacy
Collaboration
Systemic Change
Artifacts:
Serve on Colo-NESCO Advocacy Program (CAP)
Serve on Superintendent Advisory Council
Active member of Colo-NESCO Professional Learning Communities (PLCs)
Working with Teacher Mentors and Teacher Leaders as part of the Colo-NESCO Teacher Leadership & Compensation (TLC) system
Organize and lead the Silver Cord of Service, Service Learning Program
Organize and carry out three Career and College Fairs, working with numerous colleges and Iowa Businesses
Organize and carry out two STEM Days, working with community organizations and businesses
Organize and carry out informational parent meetings such as Financial Aid Night and College Planning Meetings, working with Iowa College Access Network (ICAN)
Organize numerous student field trips to explore career and college choices
Collaborate with Elementary Success Coach to plan and carry out K-4th grade classroom counseling lessons
Plan and carry out 5th-8th grade classroom counseling lessons
Plan and carry out informational classroom meetings with 9th-12th grade
Collaborate with community organizations to refer parents, students, and staff to outside resources such as mental health care
Organize and analyze data from numerous sources to use in group and individual student planning:
Iowa Assessments data
MAP Testing data
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) data
SAT and ACT data
Armed Services Vocational Aptitude Battery (ASVAB) data
National Career Readiness Credential (NCRC) data
I Have A Plan Iowa (IHAPI) interests and aptitude survey and assessment data
Tracking of student grades, absences, and office referrals
In addition to the environment created by a school counselor with students in the classroom, this standard can also be observed through application of leadership, advocacy and collaboration skills. “...as a part of a comprehensive school counseling program, school counselors promote student achievement and systemic change that ensures equity and access to rigorous education for every student and leads to closing achievement, opportunity and attainment gaps (Dahir & Stone, 2009; Martin & House, 2002 as cited in ASCA National Model, 3rd Edition).”
a. Provides multiple forms of evidence of student learning to students, families, and staff.
b. Implements strategies supporting student, building, and district goals.
c. Uses student performance data as a guide for decision-making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports the learning of every student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student learning.
g. Communicates with students, families, colleagues, and communities effectively and accurately.
Aligned School Counselor Competencies:
• Serves as a leader in the school and community to promote and support student success (I-B-2).
• Advocates for student success (I-B-3).
• Collaborates with parents, teachers, administrators, community leaders and other stakeholders to promote and support student success (I-B-4).
• Acts as a systems change agent to create an environment promoting and supporting student success (I-B-5).
Criterion:
Leadership
Advocacy
Collaboration
Systemic Change
Artifacts:
Serve on Colo-NESCO Advocacy Program (CAP)
Serve on Superintendent Advisory Council
Active member of Colo-NESCO Professional Learning Communities (PLCs)
Working with Teacher Mentors and Teacher Leaders as part of the Colo-NESCO Teacher Leadership & Compensation (TLC) system
Organize and lead the Silver Cord of Service, Service Learning Program
Organize and carry out three Career and College Fairs, working with numerous colleges and Iowa Businesses
Organize and carry out two STEM Days, working with community organizations and businesses
Organize and carry out informational parent meetings such as Financial Aid Night and College Planning Meetings, working with Iowa College Access Network (ICAN)
Organize numerous student field trips to explore career and college choices
Collaborate with Elementary Success Coach to plan and carry out K-4th grade classroom counseling lessons
Plan and carry out 5th-8th grade classroom counseling lessons
Plan and carry out informational classroom meetings with 9th-12th grade
Collaborate with community organizations to refer parents, students, and staff to outside resources such as mental health care
Organize and analyze data from numerous sources to use in group and individual student planning:
Iowa Assessments data
MAP Testing data
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) data
SAT and ACT data
Armed Services Vocational Aptitude Battery (ASVAB) data
National Career Readiness Credential (NCRC) data
I Have A Plan Iowa (IHAPI) interests and aptitude survey and assessment data
Tracking of student grades, absences, and office referrals