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Model Academic Standards for School Counseling

School Counseling Standards Review Process Begins

The Wisconsin Department of Public Instruction has a transparent and comprehensive process for reviewing and revising academic standards. The process began with a Notice of Intent to review and a month-long public comment period which began on January 31, 2018 for School Counseling Standards. The State Superintendent’s Standards Review Council examines those comments on March 22th, 2018, and recommends whether to revise or develop those standards. The State Superintendent determines whether to move forward with a revision process or continue with the current standards. If revision or development is determined to be needed, a state writing committee is then formed to work on those standards for all grade levels. That draft is then made openly available for review to get feedback from the public, key stakeholders, educators, and the Legislature, with further review by the State Superintendent’s Standards Review Council. The State Superintendent then determines adoption of the standards.

Model Academic Standards for School Counseling

The Wisconsin Model Academic Standards for School Counseling cover the three domains of academic, personal/social, and career development. These standards help answer the question "How are students different as a result of the school counseling program?"

Academic Development Domain

Content Standard A: Students will acquire the attitudes, knowledge, and skills that contribute to successful learning in school and across the life span.

  • Core Performance Standard 1: Demonstrate an understanding of and responsibility for self as a learner.
  • Core Performance Standard 2: Acquire the skills for improving effectiveness as a learner.
  • Core Performance Standard 3: Demonstrate responsibility for achieving school success.

Content Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college.

  • Core Performance Standard 1: Apply the skills necessary to improve learning and make successful academic transitions.
  • Core Performance Standard 2: Apply knowledge in establishing and achieving academic goals.

Content Standard C: Students will understand the relationship of academics to the world of work, and to life at home and in the community.

  • Core Performance Standard 1: Understand how to relate school to life experiences.
Personal/Social Development Domain

Content Standard D: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self, others and individuals from different cultural backgrounds.

  • Core Performance Standard 1: Acquire and demonstrate self-awareness and self-acceptance as it relates to understanding oneself.
  • Core Performance Standard 2: Acquire and demonstrate acceptable interpersonal skills as it relates to understanding oneself and others.

Content Standard E: Students will make decisions, set goals, and take necessary action to achieve goals.

  • Core Performance Standard 1: Apply self-knowledge in the decision-making or goal setting process.

Content Standard F: Students will use safety and wellness skills.

  • Core Performance Standard 1: Acquire and demonstrate self-management and responsibility for health promoting behavior.
Career Development Domain

Content Standard G: Students will acquire the self-knowledge necessary to make informed career decisions.

  • Core Performance Standard 1: Develop the ability to make informed career decisions based on self-knowledge.
  • Core Performance Standard 2: Develop positive interpersonal skills necessary to be effective in the world of work.
  • Core Performance Standard 3: Integrate personal growth and change into career development.
  • Core Performance Standard 4: Establish a balance between personal, leisure, community, learner, family, and work activities.

Content Standard H: Students will understand the relationship between educational achievement and career development.

  • Core Performance Standard 1: Attain educational achievement and performance levels needed to reach personal and career goals.
  • Core Performance Standard 2: Participate in ongoing, lifelong learning experiences to adapt to and excel in a diverse and changing economy.

Content Standard I: Students will employ career management strategies to achieve future career success and satisfaction.

  • Core Performance Standard 1: Create and manage an educational and career plan that matches career goals.
  • Core Performance Standard 2: Apply decision-making skills to career planning and development.
  • Core Performance Standard 3: Recognize how principles of equal opportunity, equity, respect, inclusiveness, and fairness affect career planning and management.
  • Core Performance Standard 4: Develop employability skills to gain, maintain, advance in, or transition to a new job or career.
  • Core Performance Standard 5: Access and use current and accurate career information in career planning.

Final Model Standards and Benchmarks
(Based on ASCA National Model: A Framework for School Counseling Programs, American School Counselor Association, 2003.
Based on The National Occupational Information Coordinating Committee: National Career Development Guidelines, 2003.)

For questions about this information, contact Gregg Curtis (608) 266-2820