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Website ModuleDescriptionNon-CompliantCompliantActiveAdvanced
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2School Counseling Program Beliefs identified and recorded. Program beliefs haven't been identified or recorded. Or the beliefs statement doesn't meet the following indicators: (1) communicates agreed-upon beliefs about the ability of all students to achieve, (2) address how the school counseling program meets student developmental needs, (3) address the CSCP personnel's role as an advocate for every student, and (4) how ethical standards guide the work of CSCP personnel. Beliefs of the CSCP team have been developed and recorded in the CSCP working document. The program belief statements meet all of the following indicators: (1) communicates agreed-upon beliefs about the ability of all students to achieve, (2) address how the school counseling program meets student developmental needs, (3) address the CSCP personnel's role as an advocate for every student, and (4) how ethical standards guide the work of CSCP personnel. Beliefs of the CSCP team have been collaboratively developed and recorded in the CSCP working document. The program belief statements meet all of the following indicators: (1) communicates agreed-upon beliefs about the ability of all students to achieve, (2) address how the school counseling program meets student developmental needs, (3) address the CSCP personnel's role as an advocate for every student, (4) identifies persons to be involved in the planning, managing, delivery, and evaluation of school counseling program activities, and (5) how ethical standards guide the work of CSCP personnel. Beliefs of the CSCP team have been collaboratively developed and recorded in the CSCP working document. The program belief statements meet all of the following indicators: (1) communicates agreed-upon beliefs about the ability of all students to achieve, (2) address how the school counseling program meets student developmental needs, (3) address the CSCP personnel's role as an advocate for every student, (4) identifies persons to be involved in the planning, managing, delivery, and evaluation of school counseling program activities, (5) how data inform program decisions, and (6) how ethical standards guide the work of CSCP personnel.
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2Vision statement developed in alignment with Oregon's CSCP Framework (pg 28) and recorded. Vision statement not developed or recorded in working CSCP document. Or the vision statement recorded does not meet the following: (1) aligns with school and district vision statements, (2) commits to serving all students, (3) and is future oriented. Vision statement developed and recorded in working CSCP document using clear and concise sentences. The vision statement includes all of the following elements: (1) aligns with school and district vision statements, (2) has a future oriented perspective, (3) is believable and achievable, (4) and commits to serving all students. Vision statement developed and recorded in working CSCP document using clear and concise sentences. The vision statement includes all of the following elements: (1) aligns with school and district vision statements, (2) commits to serving all students, (3) has a future oriented perspective where school counseling goals and strategies are being successfully achieved, (4) is believable and achievable, (5) paints a textual picture of what success looks like and feels like. Vision statement developed and recorded in working CSCP document using clear and concise sentences. The vision statement includes all of the following elements: (1) aligns with school and district vision statements, (2) commits to serving all students, (3) has a future oriented perspective where school counseling goals and strategies are being successfully achieved, (4) is believable and achievable, (5) paints a rich and textual picture of what success looks like and feels like, (6) and is bold and inspiring.
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2Mission statement developed in alignment with Oregon's CSCP Framework (pg 29) and recorded. Mission statement has not been developed or recorded in working CSCP document. Or, the mission statement does not include one of the following elements: (1) evidence of alignment with school and district mission statements, (2) advocacy for equity, access, and success of every student, (3) students as primary focus, (4) and is specific to the CSCP's intent and what the program will contribute to the overall mission of the school. Mission statement developed and recorded in working CSCP document. The mission statement: (1) is aligned with school and district mission statements, (2) advocates for equity, access, and success of every student, (3) has students as the primary focus, (4) indicates long-range results desired for all students, (5) and is specific to the school counseling program. Mission statement developed and recorded in working CSCP document using clear and concise sentences. The mission statement: (1) is aligned with school and district mission statements, (2) advocates for equity, access, and success of every student, (3) has students as the primary focus, (4) indicates long-range results desired for all students, (5) and is specific to the CSCP's intent. Mission statement developed and recorded in working CSCP document using clear and concise sentences. The mission statement: (1) contains evidence of alignment with school and district mission statements, (2) advocates for equity, access, and success of every student, (3) has students as the primary focus, (4) indicates long-range results desired for all students, (5) and is specific to the CSCP's intent and what the program will contribute to the overall mission of the school.
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2The comprehensive school counseling team has developed at least one collaborative structure, such as an advisory council, to advise the school's comprehensive school counseling program design, content, structure, delivery, and continuous improvement. An advisory council does not exist, or does not meet any of the following indicators: (1) the roles and responsibilities of members are clearly defined and assigned, (2) has appropriate representation from school counseling staff, students, teachers, school administrators, parents or guardians, and the community (both service providers and employers), and (3) represents the diversity of the school and community.An advisory council has been established and meets or plans to meet at least twice per year. The advisory council meets most of the following indicators: (1) the roles and responsibilities of members are clearly defined and assigned, (2) has appropriate representation from school counseling staff, students, teachers, school administrators, parents or guardians, and the community (both service providers and employers), and (3) represents the diversity of the school and community. A plan is in place to meet all of the advisory council indicators. An advisory council has been established and meets or plans to meet at least twice per year. The advisory council meets the following indicators: (1) the roles and responsibilities of members are clearly defined and assigned, (2) has appropriate representation from school counseling staff, students, teachers, school administrators, parents or guardians, and the community (both service providers and employers), and (3) represents the diversity of the school and community.An advisory council has been established and meets at least twice per year. Meeting agendas and minutes from the previous two meetings are available. The advisory council meets the following indicators: (1) the roles and responsibilities of members are clearly defined and assigned, (2) has appropriate representation from school counseling staff, students, teachers, school administrators, parents or guardians, and the community (both service providers and employers), (3) represents the diversity of the school and community, and (4) members of the advisory council have taken steps to advocate for the CSCP at the school and district level (i.e. joined with CSCP team in program presentation to school board).
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2CSCP Team has assessed the needs of the school and student population.No data has been collected on the comprehensive school counseling needs of students.Needs assessment data has been collected and reviewed by the CSCP Team from at least two sources.Needs assessment data has been collected and reviewed by the CSCP Team from at least three sources including both perception and outcome data. The professional lens of the CSCP Team is used to identify systemic student needs such as equity issues, behavioral trends, or school climate. Needs assessment data from three or more sources, including both perception and outcome data, has been collected and reviewed by both the CSCP Team and the Advisory Council. The professional lens of the CSCP Team is used to identify systemic student needs such as equity issues, behavioral trends, or school climate. There is a routine and systematic process for collecting, analyzing, and reviewing student needs data.
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