Summers County Developmental Guidance and Counseling Policy
6.4.1. The systems support component consists of the professional development, consultation, collaboration and teaming; and program management and operation activities that establish, maintain and enhance the total school-counseling program. School counselors will serve on the Student Assistance Team, curriculum
committee and Responsible Students Program committee; provide or receive professional development based on areas of need; collaborate with teachers or other professional staff in relation to studentís needs; organize the counseling program, or evaluate the counseling program.
6.4.2. Counselors will be involved in facilitating discussions on school improvement, examination of data that impacts the success of various groups of students and in professional development activities for faculty and staff through the LEA, faculty senate meetings, conducting workshops and being a team member on school committees.
6.1. Counselors will spend at least 75% of their time in a direct counseling/intervention related activities with pupils and devote no more than 25% of their time to counselor-related administrative activities and counseling activities of a clerical nature.
6.2. School counselors are highly qualified as demonstrated by the possession of masterís degree in school counseling and a school counseling certificate valid in West Virginia.
6.4. Distribution of the total school counselor time.
Delivery System Component Elementary School Middle School High School
% of time % of time % of time
Guidance Curriculum 35%-40% 25%-35% 15%-25%
Individual Student Planning 5%-10% 15%-25% 25%-35%
Responsive Services 30%-40% 30%-40% 25%-35%
System Support 10%-15% 10%-15% 15%-20%
7. Guidance and counseling program content standards and student competencies.
The county/school will focus annually on student needs based on identified specific student competencies, determined through a process that includes a needs assessment or a review of county/school data in order to develop priorities for the year.
7.1.1. Standard 1: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Examples of student competencies associated with this standard may include, but are not limited to:
7.2. Career Development. The content standards for career development guide the school counseling program to provide the foundation for the acquisition of skills, attitudes, and knowledge enabling students to make a successful transition from school to the world of work and from job to job across the life career span. The career content standards are:
8.1 The West Virginia School Guidance and Counseling Guide will be used as a resource for counseling professional development and planning activities.
8.2 By September 1, 2003, the Summers County School system will submit for approval the Summers County comprehensive developmental guidance policy.
8.3 The Summers County guidance and counseling program will be included in the unified school and county improvement plan.
8.4 The assessment of the current school counseling practice will identify measures of success for student competencies in each of the three areas of academic, career and personal/social. The assessment of the counseling program will be made with data the county/school collects regularly such as but not limited to attendance, discipline referrals, suspension/expulsion, test scores, detention rates, dropouts, safe school violations, harassment incidences, graduation rates, and tardiness. Individual schools will then develop evaluation methods to be used with the specific student competencies that were identified each year as priorities for each of the three areas: academic, career and personal/social.