collaboration with ESE to create not only the SISP rubric, but also Role specific Indicators for School Counselors [known as Appendix E in ESE’s Model Evaluation system]. It is imperative that school counselors interested in implementing a school counseling program using MA Model 2.0 as their framework, work with their collective bargaining unit to expand the SISP rubric to include the role specific indicators for school counselors [as can be seen in the chart on the next page [role specific indictors are Standard I Indicator D and Standard II Indicator E(italicized) on the next page]: SISP Rubric Overview with Appendix E in Red Standard I: Curriculum, Planning, and Assessment Standard II: Teaching All Students Standard III: Family and Community Engagement Standard IV: Professional Culture A. Curriculum and Planning Indicator 1. Professional Knowledge 2. Child and Adolescent Development 3. Plan Development 4. Well-Structured Lessons A. Instruction Indicator 1. Quality of Effort and Work 2. Student Engagement 3. Meeting Diverse Needs A. Engagement Indicator 1. Parent/Family Engagement A. Reflection Indicator 1. Reflective Practice 2. Goal Setting B. Assessment Indicator 1. Variety of Assessment Methods 2. Adjustments to Practice B. Learning Environment Indicator 1. Safe Learning Environment 2. Collaborative Learning Environment 3. Student Motivation B. Collaboration Indicator 1. Learning Expectations 2. Student Support B. Professional Growth Indicator 1. Professional Learning and Growth C. Analysis Indicator 1. Analysis and Conclusions 2. Sharing Conclusions With Colleagues 3. Sharing Conclusions With Students and Families C. Cultural Proficiency Indicator 1. Respects Differences 2. Maintains Respectful Environment C. Communication Indicator 1. Two-Way Communication 2. Culturally Proficient Communication C. Collaboration Indicator 1. Professional Collaboration 2. Consultation D. Systemic Planning and Delivery 1. Strategic Planning 2. School Counseling Curriculum 3. Coherent Delivery D. Expectations Indicator 1. Clear Expectations 2. High Expectations 3. Access to Knowledge D. Decision-Making Indicator 1. Decision-making
High School Level: Tier 1 Proactive Prevention Tier 2 Strategic Intervention Tier 3 Intensive Intervention Suggested Percent of Time: 40-45% Suggested Percent of Time: 25-30% Suggested Percent of Time: 20-25% Purpose: All students acquisition and application of specific knowledge, attitudes, and skill through evidence-based services and guidance curriculum. Purpose: A smaller population of students receive additional short-term services to meet their individual needs through small group and individual counseling and intervention. Purpose: Identified students receive intensive interventions that address immediate crisis needs and require collaboration with all stakeholders and community-based services. Direct Services Academic Domain Examples: *Delivery of counseling core curriculum in classroom * Post-secondary/college planning in alignment with Mass Core * Course selection/course of studies planning Academic Domain Examples: *Individual counseling for academic concerns/monitoring of academic progress * Coordinating and conducting Parent/teacher meetings Academic Domain Examples: * IEP/504 assessment/referral *Close continued monitoring of student progress through frequent check-ins, meetings *Supporting high-risk students to meet graduation requirements Workplace Readiness Domain Examples: *Classroom lessons in Career Exploration and Post-secondary planning through Naviance, Career Cruising, MassCIS *Support students in extracurricular engagement * Parent/Guardian information sessions e.g. College Planning and Financial Aid assistance Workplace Readiness Domain Examples: *Individual assistance identifying strengths and interests *Career counseling/coaching *Individual planning using Naviance, Career Cruising, MassCIS Workplace Readiness Domain Examples: * Intensive individual planning *Connection to community supports, e.g. adult service agencies *Collaboration with training programs to support high school transition Personal/Social Domain Examples: *Exposure to MA Anti-bullying curriculum * Peer leadership program *Individual meetings to discuss goals, strengths, community involvement Personal/Social Domain Examples: * Small group support (e.g. Social Skills, Girls Group) * Individual counseling/problem-solving with students *Peer conflict mediation Personal/Social Domain Examples: *Crisis/intervention counseling *Collaboration with School Psychologist/Adjustment Counselor/Social Worker *Collaboration and consultation with community providers e.g. DCF, Probation Indirect Services Examples: *Use data (e.g. AP Potential) to determine course placements *Build ‘college-going’ culture in school environment Indirect Services Examples: *Consultation/meetings with Special Ed dept. *Collaboration with parents *Letters of recommendation for Indirect Services Examples: * Referral to Child Study Team *Ongoing student advocacy *Referral for outside mental health counseling *51A filing secondary