West Virginia School Counseling Protocol

School Counselor Performance Standard 2: The professional school counselor facilitates delivery of the WV Comprehensive Developmental School Counseling Program for all students.

Function 2D: Individual student planning: the professional school counselor coordinates an ongoing systemic approach to assist individual students in establishing personal goals and developing future plans.

Indicator 2D1: The professional school counselor facilitates a collaborative approach to student academic and career planning.

GOAL: To assist students/parents/teachers in interpreting EXPLORE results for individual, educational and career planning purposes.

Activity Description: The school counselor will assist students, parents, teachers in interpreting EXPLORE results for individual, educational and career planning purposes.

Rationale: The vision of the West Virginia Board of Education is “all West Virginia students will exceed national educational standards and prepare for higher learning and the world of work through the programs, services and offerings of West Virginia’s thorough, efficient, safe and nurturing education system”. EXPLORE is the assessment administered statewide that yields a national measurement of academic performance. It is vital for students, parents and teachers to understand the relationship between EXPLORE results and academic and career planning.

Additionally WVBE 2340: West Virginia Measures of Academic Progress§126-14-4. states the following: All public school students enrolled in the 8th grade, except those eligible to participate in APTA, shall participate in the ACT EXPLORE with accommodationsas determined by their respective IEP Teams, Section 504 Committees, or LEP Committees.

Materials: CR = Counselor Resource (These resources are posted in the resource section of the Protocols.)

CR1 Sample EXPLORE Score Report

CR2 ACT College Readiness Benchmarks

CR3 Utilizing EXPLORE and PLAN Results to Improve Student Performance

page 38 & 39 for letter

to parents: COMMUNICATING EXPLORE RESULTS TO PARENTS

CR4

CR4a LINKS Lesson 8.7 “GETTING TO KNOW ME” ACT EXPLORE

CR4b LINKS Lesson 8.16 “SKILLED VERSUS PROFESSIONAL PATHWAYS”

CR4c LINKS Lesson 8.17 “MY 8TH GRADE PLAN”

CR4e LINKS Lesson 8.20 “CAREER EXPLORATION”

CR5 Excerpt from West Virginia Code§18-1-4. Vision 2020: an Education Blueprint for Two Thousand Twenty

CR6 Excerpt from WVBE Policy 2510: Assuring the Quality ofEducation

Procedures:

  1. The counselor will read, become familiar with and follow guidelines from the WVDE booklet Utilizing EXPLORE and PLAN Results to Improve Student Performance.
  1. The counselor will read and become familiar with the following LINKS lessons to assist students (and staff) in understanding the purpose of, preparing for, and understanding the EXPLORE.
  2. LINKS Lesson 8.7 “GETTING TO KNOW ME” ACT EXPLORE
  3. LINKS Lesson 8.16 “SKILLED VERSUS PROFESSIONAL PATHWAYS”
  4. LINKS Lesson 8.17 “MY 8TH GRADE PLAN”
  5. LINKS Lesson 8.20 “CAREER EXPLORATION”
  1. In a classroom guidance lesson, the school counselor will explain the components of the student score report.
  2. Explain what the numerical scores mean
  3. Explain how EXPLORE scores predict PLAN and ACT scores
  4. Describe what scores mean in relationship to college admissions, course selection, and career planning.
  5. Give example of cutoff ACT scores for various types of colleges.
  6. Provide resources for students to look up admissions information for at least two schools in which they are interested.
  7. Explain the relevance of the World of Work Map and EXPLORE/ACT scores.
  8. Explain the relevance of EXPLORE scores and any implications for course selections when entering high school.
  9. Explain how the EXPLORE scores compare to the ACT EXPLORE College Readiness Benchmarks.
  10. Explain how students may utilize scores in career exploration and planning.
  1. After explaining the components of the score reports and describing what the test results mean, the counselor will ensure that each student has an individual meeting to review his/her results. This process will vary depending on the school. Some examples are: 1) The counselor meets with students in the classroom after the score report presentation; 2) The counselor holds individual meetingswith students in an alternate setting; or 3) The counselor trains and coordinates with teacher/advisors to ensure each student has an individual EXPLORE consultation in advisory. The school counselor will develop a process to document the following has occurred during the consultation:
  1. Student explains what his/her scores mean in relation to his/her academic goals (If it is evident that the student is unable to do so, the counselor or advisor will explain significance and relevance to each student
  1. Communicate the graduation requirements, course selections, and Program of Studies relating the relevance of the World-of-WorkMap and EXPLORE/ACT scores
  2. Assist each student in understanding the relationship of his/her career interests to the World-of-Work Map and the relationship with future career plans and selection of Career Cluster and concentration.
  3. Identify the resources to assist student with career exploration and planning to further explore career related to World-of-WorkMap
  4. Discuss the student’s future academic goals, career plans, postsecondary options, and potential implications of EXPLORE scores and the World-of-WorkMap.
  5. Discuss the academic preparedness to pursue individual educational goals and career plans.
  1. The school counselor willcreate a process to communicate with ALL parents about their student’s EXPLORE results (Parent Nights, appointments, ISTP meetings, advisor/parent meetings, etc.).
  2. The school counselor will discuss with the student/parent the academic strengths and weaknesses as indicated by the EXPLORE scores.
  3. The school counselor willagain utilize the EXPLORE results when designating an educational pathway, career cluster, and developing the Individualized Student Transition Plan (ISTP – 2 Year Plan) in order that the student will be fully prepared for post-secondary education or gainful employment upon graduation.
  4. If possible, the school will make a third copy of the results or copies of the students’ improvement objectives will be given to core/advisor teachers for placement in student portfolio for ongoing student planning.
  5. The counselor will provide staff/advisor training to ensure staff understand the significance of the EXPLORE to best advise students regarding course selection, seeking academic supports, and career planning.
  6. The counselor will support staff with understanding how to use EXPLORE results to identify areas of weakness in specific content areas to assist students in setting improvement goals for the 10th grade PLAN and progress toward meeting ACT’s College Readiness Benchmarks.
  7. Counselors will retain a copy of EXPLORE results in student ISTP folders for use during 9th grade scheduling and development of the 10th grade ISTP (3 Year Plan).

Limitations:

Space, technology, teacher cooperation, parent participation, counselor motivation and time management

Additional Resources:

Evaluation:

Documentation:

Counselor monthly calendars

Daily classroom visitation schedule

Student/parent forums

Student sign-in sheets

Parent meeting/conference lists

Student individual meeting lists

Documentation on ISTP Plan – student/parent signatures

1 / Lead Developers: Dr. Beth Cipoletti, Assessment Assistant Director – WVDE; Mike Runner, Counselor – Taylor Middle School; Myla Kreinik, Counselor – Hamilton Middle; David Gaudino, Marshall County Schools; Cathy Perry, Counselor- McKinley Middle; Finalized by Barbara Ashcraft, WVDE School Counseling Coordinator – June 2011