The foundation for the WCSCM are nine Wisconsin Model Academic Standards for School Counseling which cover the three domains of academic, personal/social, and career development. When delivered in a collaborative relationship among school, parents, and community, provide students with the skills necessary for them to become successful lifelong learners, good citizens, and productive workers. These nine Model Academic Standards identify areas in which individuals work to increase their proficiency and help answer the question "How are students different as a result of the school counseling program?"
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.
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.
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.
Wisconsin’s Quality Educator Initiative, or PI 34, has established seven pupil services standards to guide the preparation of professionals within the four pupil services areas (school counselors, school social workers, school psychologists and school nurses).
Pupil Services Standards:
To receive a license in a pupil services category under s. PI 34.31, an applicant shall complete an approved program and demonstrate proficient performance in the knowledge, skills and dispositions under all of the following standards:
(1) The pupil services professional understands the teacher standards under s. PI 34.02.
(2) The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
(3) The pupil services professional has the ability to use research, research methods and knowledge about issues and trends to improve practice in schools and classrooms.
(4) The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
(5) The pupil services professional understands the organization, development, management and content of collaborative and mutually supportive pupil services programs within educational settings.
(6) The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
(7) The pupil services professional interacts successfully with pupils, parents, professional educators, employers, and community support systems such as juvenile justice, public health, human services and adult education.