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counseling teams can design, coordinate, implement, manage, and evaluate their
programs for students’ success. It provides a framework for the program
components that includes the school counselor’s role in implementation and the
underlying philosophies of leadership, advocacy, and systemic change.
• The National Standards for School Counseling Programs, developed by the
American School Counselor Association, assists school counselors, counselor
educators, and school leaders in developing comprehensive school counseling
and guidance programs. The standards will also assist school districts in
developing methods for evaluating the effectiveness of their comprehensive
school counseling programs.
• The Tenth-Grade Counseling Program (EC sections 48431.6 and 48431.7)
requires school districts receiving certain funds to provide a systematic review of
each student’s academic progress and provide counseling regarding educational
options available during the final two years of high school. The purpose of the
program is to provide a checkpoint for assessing student progress toward meeting
graduation requirements and to broaden the educational and career options for
students. It is also intended to give priority for counseling to students who are not
progressing satisfactorily toward graduation or who are not motivated to set
educational and career goals appropriate to their ability.
This program is included in Assembly Bill 825, the Pupil Retention Block Grant,
which combines eight separate appropriations in the Budget Act of 2004. This bill
took effect on July 1, 2005.
Signed into law in 2006, AB 1802 authorized $200 million to augment counseling
services to all students in grades seven to twelve inclusive. In addition, the law provides
for additional counseling services to those students in grades seven to twelve who are
far below basic achievement on the English or mathematics portion of the California
Standards Tests, in jeopardy of not graduating from high school, or who have not
passed one or both parts of the California High School Exit Examination (CAHSEE).
This is the largest single allotment of money ever awarded to counselors in the State of
California.
The California Results-Based School Counseling and Student Support Guidelines were
written by the staff of the Counseling, Student Support, and Service-Learning Office and
are scheduled for publication in the spring of 2007. This is the first update to the original
publication in 25 years. The guidelines use the framework of the American School
Counselor Association (ASCA), National Model combined with specific information to
address the unique population of California. This document will provide guidance to
school counselors who want to improve existing school counseling programs or want to
implement a new school counseling program.
For more information regarding school counseling programs, contact
George Montgomery, Consultant, Counseling, Student Support, and Service-Learning
Office, at (916) 319-0540 or by e-mail at gmontgomery@cde.ca.gov. Additional
information is also available on the Counseling and Student Support Web site at
http://www.cde.ca.gov/ls/cg.
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