DATE
October 11, 2013
TO
Superintendents
Testing and Accountability Directors/Coordinators
Student Support Services Directors
FROM
Rebecca Garland
LEGISLATIVE CHANGES TO REQUIREMENTS FOR SCHOOL COUNSELORS
In July 2013, the General Assembly passed several school safety provisions as part of the
appropriations act (Session Law 2013-360, G.S. 115C-316.1). This legislation includes clear
provisions regarding the “Duties of School Counselors.” In addition, this legislation directs the
State Board of Education to develop and distribute guidelines to assist local education agencies
(LEAs) in the implementation of this statute. This memo provides a summary of basic points
about the requirements for school counselors. Attached, you will find a resource prepared by the
North Carolina Department of Public Instruction (NCDPI) to help LEAs meet the requirements
articulated in the appropriations act, as well as a copy of the NCDPI School Counselor Job
Description.
The pertinent section of the legislation supports the NCDPI School Counselor Job Description by
affirming it in statute. The purpose of this section of Session Law is to support school
counselors functioning in ways that promote school safety and remove barriers to learning for all
students. This legislative step allows school counselors to support student achievement and help
schools achieve their school improvement goals.
The legislation directs school counselors to spend 80 percent of their time in the delivery of
student support services via a comprehensive school counseling program. The remaining 20
percent of their time shall be spent in program management of the comprehensive school
counseling program and in collaboration with school staff and stakeholders to support school
improvement goals.
The legislation further states that coordination of standardized tests is not to be part of the duties
of the school counselor and LEAs are to reassign these duties within existing resources. Test
coordination was singled out in the recent legislation because it has historically been the most
common non-counseling duty taking school counselors away from delivering comprehensive
school counseling services to students.
The North Carolina General Assembly has been studying concerns about school counseling for
about a decade. You can find results from their inquiries under "Additional Resources"
at http://www.ncpublicschools.org/studentsupport/counseling/resources/ .
ACADEMIC SERVICES AND INSTRUCTIONAL SUPPORT
Rebecca Garland, Ed.D., Chief Academic Officer | rebecca.garland@dpi.nc.gov
6368 Mail Service Center, Raleigh, North Carolina 27699-6368 | (919) 807-3200 | Fax (919) 807-3388
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
On October 3, 2013, the State Board of Education approved the attached resource to assist LEAs
with the implementation of these requirements for school counselors. You can access this
resource, as well as the NCDPI School Counselor Job Description at
https://eboard.eboardsolutions.com/Meetings/ViewMeetingOrder.aspx?S=10399&MID=1044
NCDPI will assist with the implementation of this legislation and the newly aligned school
counselor evaluation rubric. Please contact Linda Brannan, Student Support Services
Consultant, at linda.brannan@dpi.nc.gov if you need further clarification or assistance.
RBG:lb
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
Introduction
This document provides guidance to LEAs throughout the state of North Carolina for the implementation of G.S. §115C-316.1, the
School Safety legislation, clarifying the “Duties of School Counselors”. The role of school counselors within the overall school
environment has been clarified to ensure that school counselors have the opportunity to develop and implement comprehensive
developmental school counseling programs that remove barriers to learning and promote student success. Professional school
counselors utilize leadership, advocacy and collaboration to promote academic success and personal success for all students. A
comprehensive school counseling program encompasses areas of academic, career and personal/social development for all students
and supports the overall academic mission of the school. The safety and security of all persons within a school environment is
essential. School counselors can help foster safer school environments in a variety of ways including the implementation of antibullying programs, character education programs as well as assisting students who have serious mental health concerns through
finding resources to get those concerns addressed. By taking on leadership roles that are consistent with the role and function of
school counselors, as well as performing the “fair share” duties expected of all faculty and staff members, school counselors will
continue to work collaboratively to ensure that all students achieve academically and experience personal success in order to graduate
career and college ready and to be globally prepared as 21st Century citizens.
Section 8.35 of § 115C-316.1 (Duties of school counselors)
School counselors shall implement a comprehensive developmental school counseling program in their schools. Counselors shall
spend at least eighty percent (80%) of their work time providing direct services to students. Direct services do not include the
coordination of standardized testing.
Direct services shall consist of:
(1) Delivering the school guidance curriculum through large group guidance, interdisciplinary curriculum development, group
activities, and parent workshops.
(2) Guiding individual student planning through individual or small group assistance and individual or small group advisement.
(3) Providing responsive services through consultation with students, families, and staff; individual and small group counseling; crisis
counseling; referrals; and peer facilitation.
(4) Performing other student services listed in the Department of Public Instruction school counselor job description that has been
approved by the State Board of Education.
During the remainder of their work time, counselors shall spend adequate time on school counseling program support activities that
consist of professional development; consultation, collaboration, and training; and program management and operations.
1
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
School counseling program support activities do not include the coordination of standardized testing. However, school counselors may
assist other staff with standardized testing.
SECTION 8.35.(b) Each local board of education shall develop a transition plan for implementing subsection (a) of this section within
existing resources by reassigning duties within its schools. The State Board of Education shall develop and distribute guidelines to all
local school administrative units to assist with the implementation of subsection (a) of this section.
NC Department of Public Instruction Stakeholder Focus Work Group to Develop Guidelines
Team Members:
Representatives invited to be part of the work group are from:
 Local Education Agency (LEA) representatives from each of the regions designated by the NC State Board of Education (Regions 1-8)
 School Counselors
 LEA School Counseling Supervisors
 Human Resource (HR) Directors
 Principals
 Early College Programs
 Charter Schools
 NCDPI Staff from Accountability, Career & Technical Education and Curriculum & Instruction Divisions
 Institutes of Higher Education
 NC Community College System
Following is a chart that offers suggested guidelines for local LEAs to consider in developing a plan to implement Subsection (a) of
the new legislation (80/20%) and to transition test coordination duties from school counselors for those school counselors who are
serving in this role.
2
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
Transition Plan
Components
Expected Outcomes
A Comprehensive
Developmental
School Counseling
Program (80%)
School Counselors will
Review and understand role of school
develop a comprehensive counseling in the school improvement
developmental school
plan
counseling plan based on
● Use and follow NCDPI resources:
school data reflecting the
School Counselor Job Description, NC
needs of the
Professional Standards for School
school/students that is
Counselors, NC School Counselor
aligned with the school
Evaluation, and NC Guidance Essential
improvement plan.
Standards
● Review school data and the school
improvement plan to assess needs
School Counselors will
● Develop a data driven School
follow the NCDPI/SBE
Counseling Program Annual
approved School
Plan/Agreement with student support
Counselor Job
services team and administrator that
Description spending
will help students overcome issues
80% of their work time
impeding student achievement by
in the delivery of student
addressing academic, career and
support services with
personal-social issues
20% of their work time
spent in program
Implement NC Guidance Essential
support activities.
Standards through:
 Facilitate interdisciplinary
curriculum development
● Work with related content specific
staff in Professional Learning
Communities to integrate the NC
Guidance Essential Standards
throughout the various curricula within
the school
“How are students
different as a
result of the
School Counseling
Program?”
Strategies Such As:
3
Examples of
Accountability
Measures
Use the national
framework for school
counseling: ASCA
National Model for
School Counseling
which includes:
Person(s)
Responsible
Timeline
NCDPI
Consultant
20132014
School
Year
School Counseling
Program Assessment,
School
Counselors
School Counselor
Assessment,
Career
Development
Coordinators
School Counseling
Code of Ethics
School Data
& School
Improvement Plan
School Counseling
Program Annual
Agreement includes
program goals, action
plans, and outcome
data
Program and
individual calendars,
Use of Time
Assessments
District and
Building Level
Administrators
Teacher PLCs
Student Support
Personnel
Annually
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
Provide Student Planning/Career
Advising to support student
achievement through
● Small Group counseling
● Individual advising and counseling
● Career and College Readiness
programs and activities
● Classroom lessons including the NC
Guidance Essential Standards
● Student assistance advising and
planning to evaluate abilities, interests,
skills and achievement for future
academic planning to the next gradelevel and post-secondary planning
● Promotion of safe school
environment through prevention and
intervention strategies
● School-wide Programs
Bullying Prevention
Character Development
Career Development
● Peer Mediation/Facilitation
● Parent Workshops
Provide Responsive Services through
● Individual and group counseling
sessions to help students overcome
issues impeding achievement or
success
● School-wide prevention activities
● Crisis Counseling and consultation
● Suicide awareness and screenings
● Counselors do not provide longterm counseling/therapy in schools.
They may provide short-term
intervention and make appropriate
4
Guidance Curriculum
Action Plan
Small Group Action
Plan
Closing the Gap Action
Plan
Data Collection and
Analysis (Process,
Perception, Outcome)
Annual School
Counseling Program
Results Report
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
referrals to community resources.
Appropriate
School Counseling
Duties for
Program Support
(20%)
School Counselors will
follow the NCDPI/SBE
approved School
Counselor Job
Description spending
80% of their work time
in the delivery of student
support services with
20% of their work time
spent in program
support activities.
School Counselors will
analyze the results of the
school counseling
program, create reports
and share outcomes with
stakeholders
Implement Program Support through
● Leadership and advocacy to
improve student outcomes
● Referrals – directing parents and
students to school/community
resources for additional support
● Consultation – share strategies to
support student achievement with
teachers, parents, other educators
Collegial Consultation
Professional Learning
Communities
● Collaboration with school staff,
parents, businesses and community
organizations
● Advisory councils
● Staff In-service training
● Professional Development
Program Management
Data use & analysis,
● Analyze relevant school-wide data
relevant to develop school counseling
program goals and action plans to
include: curriculum, small group and
closing the gap action plans
● Interpreting student data
● Identify student needs
● Plan Program
● Evaluate Program for continuous
improvement growth
5
Annual Agreement
Program Assessment
Action Plans
Outcome /Results
Reports
School Data
Meeting Agendas
Professional
Development Artifacts
NCDPI
Consultant
District and
Building-level
administrators
School
Counselors
20132014
School
Year
Annually
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
Provide Fair Share Duties
Duties that all school staff participate, as
allowed by the law, to support the total
operation of the school.
Suggested
Strategies to
consider for
Transition Plan
of test
coordination
duties
Identify most
● Provide education to the LEAs on the
appropriate person(s) to
impact of law and appropriate and
coordinate testing
inappropriate role of counselors in
program in each school
testing
according to state testing ● Provide education and awareness for
guidelines.
counselors regarding appropriate and
inappropriate roles in testing.
● Provide examples from LEAs of possible
staff to consider for the test coordinator
position
● Below are examples from LEAs of staff
that are currently being used as Test
Coordinators (prior to the legislation)
● Assistant Principal
● Teachers w/ reduced class
loads
● Contracted test coordinator
● Title One Personnel
● Instructional Facilitators
● Distance Learning
Facilitators
● Non-Certified Staff with
exceptional organizational skills
● Multidisciplinary Testing Team may be
used to support the Testing Coordinator
● Identify roles of testing team per the
testing manual.
● Consider importance of administrators as
testing coordinators with respect to the
6
Agendas, emails, other
communications
District
Administrators
School and district
Testing Plan
Principals
Assistant
Principals
Identified
Multidisciplinary
team members
Testing
Coordinator
20132014
School
Year
Annually
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
fidelity of Standard 6 of the Teacher
Evaluation and to set and monitor
appropriate testing environment and
practices.
Appropriate
Participation of
School Counselors
with Testing
Overall Transition
Plan Guidelines
School Counselors may
collaborate to identify
needs and remove
barriers for student
success in testing.
Each local board of
education shall develop a
transition plan for
implementing 115C316.1 (section 8.35) to
align with the NCDPI
school counselor job
description.
● Teach test taking strategies to parents,
students, staff
● Participate in fair share duties on test
day(s).
● Use advocacy and collaboration for
creating developmentally appropriate
individual student accommodation plans.
● Provide responsive services to
disruptions or crisis that may disrupt the
testing environment(s).
● Provide small group/ individual
counseling services for students with
barriers to testing (i.e. test anxiety)
● Utilize test data for the development of
the comprehensive school counseling
program.
● Interpret test and assessment data for
student advising with academic and
career and college planning
School Counseling
Program Annual
Calendar
District and
Building level
administrators
2013-14
School
year
School Counselor
individual calendars
School
Counselors
Annually

Collaborate with stakeholders and
advisory groups
Final transition plan
NCDPI
Consultant

Explore dedicated funding sources and
additional funding sources (local
funding for stipends, etc.)
20132014
School
Year

Review existing school staff resources
(time, expertise, etc.)
7
Comprehensive
School Counseling
Plan
Annual Agreement
Meeting and training
agendas & rosters
LEA Surveys
LEA and school
testing plans will
show transition of
duties
Superintendent
District Level and
Building
Administrators,
LEA and schoollevel Testing
Annually
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)


Provide NCDPI training on the
Comprehensive Developmental School
Counseling Program including the
Guidance Essential Standards, School
Counselor Job Description and School
Counselor Evaluation to appropriate
LEA staff
Share and communicate final approved
transition plan with all school staff.
NCDPI training
attendance rosters
and evaluations
School Counselor
evaluation will show
implementation of a
comprehensive school
counseling program
with 80% of time
spent in delivery of
support services to
students
Coordinators
School
Counselors
Other school
personnel as
appropriate
Other Considerations in Developing Local LEA Transition Plan
Funding for Positions



Maintain positions for School Counselors/Social Workers and School Psychologists as a means to support the new legislation
on School Safety. This action allows students’ socio-emotional needs to be addressed by the staff licensed in the school to
provide these services and promotes school safety, student achievement and removes barriers to learning.
Determine appropriate staff who may serve as a testing coordinator - consult the NC Testing Manual and Allotment Policy
Manual.
Follow Allotment Policy Manual information on PRC 007, found in the State Allotment Formula Section, which includes the
wording below:
“Provide funding for salaries for certified instructional support personnel to implement locally designed initiatives that
provide services to students who are at risk of school failure as well as the students' families. It is the intent of the
General Assembly that the positions must be used first for counselors, then for social workers and other instructional
support personnel that have a direct instructional relationship to students or teachers to help reduce violence in the
public schools. They shall not be used as administrators, coordinators, supervisors, or directors.”
8
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)



Human Resource Administrators and School Business/Finance Administrators will assist LEAs to assure policies for funding
positions are fully understood especially the negative impact on experience credit for certified staff who may be employed in a
position that is funding partially from both the certified budget position code and non-certified budget position code. Clarify
the use of funds between funding codes and appropriate position allotment processes.
Consider importance of administrators as designated school-wide testing coordinators with respect to the fidelity of Standard 6
of the NC Teacher Evaluation and to set appropriate testing environment.
Review funding within existing resources. Also, explore other possible funding sources to create local funding as stipends for
test coordinators.
School Counselors use Flexible Schedules for Optimum Performance
Use caution when assigning school counselors to a fixed schedule versus a more flexible schedule that allows for school counselors to
plan and respond to student needs based on data-driven decisions and unexpected crises. Often, a fixed schedule prohibits the effective
delivery of the comprehensive school counseling program, collaboration with teacher Professional Learning Communities and may
hinder the capacity to address student issues that affect school safety. Having a school counselor not be available to address student
needs may also result in a potential liability issue should the need escalate into a critical incident for that student or other students such
as suicide or injurious aggression. (Ex: School counselors being part of the master schedule/specials rotation to provide duty-free
planning for teachers)
Communication with the N.C. Graduate Programs for School Counseling
The minimum level of education for N.C. licensure in school counseling is a Masters of Education in School Counseling. In order for
school counselors who are entering new positions to be fully knowledgeable of the role and duties of school counselors per G.S.
§115C-316.1, clarifying the “Duties of School Counselors”, it is important that university graduate programs incorporate this
information in their education curriculum.
9
Transition Guidelines to Implement G.S. §115C-316.1, Section 8.35 (Duties of School Counselors)
Frequently Asked Questions
The following questions were raised by LEAs during this planning process. The State Board of Education Attorney and the NCDPI
School Business Finance Division were consulted with responses below:
1. What types of schools does this law apply?
a. Only regular coded LEAs – Charter Schools and specialized schools (NC School for the Deaf, etc.) are not included
2. May the 20% of school counseling program support include test coordination duties?
a. Do not send school counselors to test coordinator training. They may not serve as a test coordinator or back-up test
coordinator. However, school counselors may participate with “fair share” duties to administer the tests as other
certified staff members participate, as long as they do not have the test coordination responsibilities.
3. Can LEAs split school counseling positions where it is a half-time school counselor position and half time instructional coach
to serve as a test coordinator?
a. LEAs may not split a school counselor position to have the other half as a test coordinator, because this type of action
ends up circumventing the intent of the law. However, the LEAs can take an instructional support position and convert
the position into dollars and use for non-instructional support. Please note: per the NCDPI School Business Finance
Division, this action means the position will be on a different pay scale. Also, if the individual holds a NC Professional
Teaching License, the individual coded to this position does not receive educator experience credit.
10
School Counselor
Student Services Job Description
SCHOOL COUNSELOR JOB DESCRIPTION
In compliance with federal laws, N C Public Schools administers all state-operated educational programs,
employment activities and admissions without discrimination because of race, religion, national or ethnic origin,
color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.
Inquiries or complaints should be directed to:
Dr. Rebecca Garland
Associate Superintendent
Innovation and School Transformation
6368 Mail Service Center
Raleigh, NC 27699-6368
Telephone (919) 807-3200
Fax (919) 807-4065
2
2008
School Counselor Job Description
Process
The Professional Standards School Counseling Advisory Board reviewed the 2005 School
Counselor Job Description for alignment with the approved 2008 North Carolina Professional
School Counseling Standards. The original 2005 draft school counselor job description was
distributed at the 2005 NCSCA Fall Conference, via e-mail listservs to school personnel and the
NC Principals & Assistant Principals Association, and through postings on the DPI School
Counseling website to gather additional input. Special appreciation is extended to the committee
members listed below who assisted in the preparation and/or review of the school counselor job
description.
Name
Position
Tara W. Bissette
Past President of NCSCA and
Elementary School Counselor
Kathy Boyd
Senior Staff Attorney
Brenda Deese
LEA Director of Student
Services
Robeson County Schools
Angel Dowden
AP/IB Program Coordinator
and Former High School
Counselor
North Carolina Department of
Public Instruction and Wake
County Schools
Reneé Evans
Past President of NCSCA &
Assistant Professor of
Counselor Education
NC School Counselor
Association and Appalachian
State University
Cynthia Floyd
John Galassi
Executive Director of Student
Support Services
Professor and Coordinator of
School Counseling
Organization
NC School Counselor
Association and Wake County
Schools
NC School Boards Association
Wilson County Schools
UNC Chapel Hill
Eleanor Goettee
Former Executive Director
NC Professional Teaching
Standards Commission
Beverly Kellar
Deputy Superintendent
Gaston County Schools
Linda Kopec
Principal
Onslow County Schools
Leah McCallum
Elementary School Counselor
and USC doctoral student
Scotland County Schools
Carolyn McKinney
Executive Director
NC Professional Teaching
Standards Commission
Evan Myers
NCPAPA Past President and
Principal
NC Principals and Assistant
Principals Association and
Davidson County Schools
3
2008
Joe Parry-Hill
Pat Partin
Marrius Pettiford
Retired Personnel Analyst
Retired Professor of
Psychology and Counseling
ASCA Southern Regional Vice
President and Student Support
Services Director
North Carolina Department of
Public Instruction
Gardner-Webb University
American School Counselor
Association and AlamanceBurlington Schools
Barbara Potts
Middle School Counselor
Guilford County Schools
Debra Preston
School Counseling Program
Coordinator
UNC Pembroke
Kenneth Simington
Director of Student Services
Winston-Salem/Forsyth County
Schools
Larry Simmons
Section Chief, School
Personnel Support
North Carolina Department of
Public Instruction
Teresa A. Smith
K-12 Student Support Services
Consultant
Past President ASCA and
Director of School Counseling
North Carolina Department of
Public Instruction
American School Counselor
Association and Wake County
Schools
NC School Counselor
Association and Wake County
Schools
Eric Sparks
Audrey Thomasson
Jose Villalba
Florence Weaver
Edward Wierzalis
Former Director of NCSCA
and Middle School Counselor
Assistant Professor of
Counselor Education
Professor of Counselor
Education
President NCSCA and
Coordinator of School
Counseling and Clinical
Placement
UNC Greensboro
East Carolina University
NC School Counselor
Association and UNC Charlotte
Purpose and Background
This document is intended for use by North Carolina schools and local education agencies that
employ school counselors. The 2008 North Carolina School Counselor Job Description
represents a revision of the 2005 North Carolina School Counselor Job Description. In reviewing
and aligning the 2008 job description, a variety of documents and relevant State legislation and
statutes were consulted including The North Carolina Professional Standards for School
Counseling; The ASCA National Model: A Framework for School Counseling Programs; the
current State Comprehensive School Counseling Standard Course of Study; the North Carolina
Standards for the Preparation of School Counselors approved by the State Board of Education on
November 3, 2005; State Board of Education Policies QP-C-003 and QP-C-006; State Board of
Education’s Guiding Mission and Goals; State General Statutes 115C-333 and 115C-335; the
U.S. Department of Education’s “The Guidance Counselor’s Role in Ensuring Equal Educational
Opportunity” and current State educational staff job descriptions.
4
2008
Role of the School Counselor
In the United States, the school counseling profession began as a vocational guidance movement
at the beginning of the 20th century (Schmidt, 2003, p. 6). In 1907, Jesse B. Davis became the
principal of a high school and encouraged the school English teachers to use compositions and
lessons to relate career interests, develop character, and avoid behavioral problems. From that
grew systematic guidance programs, which later evolved into comprehensive school counseling
programs that address three basic domains: academic development, career development, and
personal/social development.
In North Carolina, one has to complete an approved master’s degree in school counseling
program in a regionally accredited college or university in order to be a licensed school
counselor. Within these counselor education programs, several standards are studied such as the
professional identity of school counseling, cultural diversity, human growth and development,
and career development. Also required are the core components for helping relationships, group
and individual work, assessment, research and program evaluation, knowledge and requirements
for school counselors, contextual dimensions of school counseling, foundations of school
counseling and an internship under a highly qualified school counselor.
School counselors are expected to apply their professional training in schools in order to support
student academic success. Through comprehensive school counseling programs of
developmental, preventive, remedial, and responsive services, school counselors address
academic development, career development, and personal/social development of students. This
job description is a guide for the implementation of such comprehensive school counseling
programs in the public schools of North Carolina.
5
2008
SCHOOL COUNSELOR
STUDENT SERVICES
JOB DESCRIPTION
POSITION: School Counselor
REPORTS TO: Principal
PURPOSE: Utilizing leadership, advocacy, and collaboration, school counselors promote
student success, provide preventive services, and respond to identified student needs by
implementing a comprehensive school counseling program that addresses academic, career, and
personal/social development for all students.
The major functions of the school counselor job description incorporate the North Carolina
State Board of Education’s guiding mission that every public school student will graduate from
high school globally competitive for work and postsecondary education and prepared for life in
the twenty-first century.
DUTIES AND RESPONSIBILITIES
1.
MAJOR FUNCTION: DEVELOPMENT AND MANAGEMENT OF A
COMPREHENSIVE SCHOOL COUNSELING PROGRAM
1.1
Discusses the comprehensive school counseling program with the school
administrator.
1.2
Develops and maintains a written plan for effective delivery of the school
counseling program based on the NC Comprehensive School Counseling
Standard Course of Study and current individual school data.
1.3
Communicates the goals of the comprehensive school counseling program to
education stakeholders (i.e., administrators, teachers, students, parents, and
community/business leaders).
1.4
Maintains current and appropriate resources for education stakeholders.
1.5
Uses the majority of time providing direct services through the Guidance
Curriculum, Individual Student Planning and Preventive and Responsive Services,
and most remaining time in program management, system support, and
accountability (National standards recommend 80% of time in Guidance
Curriculum, Individual Student Planning and Preventive and Responsive Services
and 20% of time in program management, system support, and accountability
(American School Counselor Association, 2005).
1.6
Uses data to develop comprehensive programs that meet student needs.
6
2008
2
MAJOR FUNCTION: DELIVERY OF A COMPREHENSIVE SCHOOL
COUNSELING PROGRAM
Guidance Curriculum
2.1
Provides leadership and collaborates with other educators in the school-wide
integration of the State Guidance Curriculum Standard Course of Study.
2.2
Implements developmentally appropriate and prevention-oriented group
activities to meet student needs and school goals.
2.3
Incorporates into their programs the life skills that students need to be
successful in the twenty-first century.
Individual Student Planning
2.4
Assists all students, individually or in groups, with developing academic, career
and personal/social skills, goals, and plans.
2.5
Accurately and appropriately interprets and utilizes student data.
2.6
Collaborates with parents/guardians and educators to assist students with
educational, career, and life planning.
Preventive and Responsive Services
2.7
Provides individual and group counseling to students with identified concerns
and needs.
2.8
Consults and collaborates effectively with parents/guardians, teachers,
administrators, and other educational/community resources regarding students
with identified concerns and needs.
2.9
Implements an effective referral and follow-up process as needed.
2.10
Accurately and appropriately uses assessment procedures for determining and
structuring individual and group counseling services.
System Support
2.11
Provides appropriate information to school personnel related to the
comprehensive school counseling program.
2.12
Assists teachers, parents/guardians, and other stakeholders in interpreting and
understanding student data.
2.13
Participates in professional development activities to improve knowledge and
skills.
7
2008
2.14
2.15
Uses available technology resources to enhance the school counseling program.
Adheres to laws, policies, procedures, and ethical standards of the school
counseling profession.
3. MAJOR FUNCTION: ACCOUNTABILITY
3.1
Conducts a yearly program audit to review extent of program implementation and
effectiveness.
3.2
Collects and analyzes data to guide program direction and emphasis.
3.3
Measures results of the comprehensive school counseling program activities and
shares results as appropriate with relevant stakeholders.
3.4
Monitors student academic performance, behavior, and attendance and
facilitates appropriate interventions.
8
2008
References
American School Counselor Association (2005). The ASCA national model: A framework for
school counseling programs (2nd ed). Alexandria, VA: Author.
Schmidt, J.J. (2003). Counseling in schools: Essential services and comprehensive
programs (4th ed.). Boston: Allyn & Bacon.
9
2008