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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. 74
Student Support Programs The following programs focus on providing schoolwide student support programs that not only help prevent students from dropping out of school but also provide the school climate enrichment strategies that will make all students at the school more successful. These programs are embedded in Assembly Bill 825, the Pupil Retention Block Grant, which combines eight separate appropriations in the Budget Act of 2005. This bill took effect on July 1, 2005. • Comprehensive Student Support Program. This is a combination of student support programs and strategies that identifies obstacles to academic and school success and provides a richer, more supportive school environment. Research has proven that <strong>this</strong> strategy not only assists in dropout prevention by making students more successful, but also creates a climate that promotes better morale for students, parents, and schools. This program, based in regular schools, relies on an integration of early identification and early prevention school strategies, efforts that promote resiliency, formal coordination of services and resources, and a reward-and-incentive focus at the site to support all students, particularly those in high-risk situations. Significant program components include outreach to local resources and services, parental involvement, and the active involvement of the school site council. This program is located in 336 schools throughout California. • Alternative Education Outreach Consultant Program. This districtwide dropout recovery program works with dropouts and potential dropouts. Program staff members recruit, assess, and counsel students in alternative education settings. The program encourages students to complete their education and provides a variety of educational options to secure the best practical result for students who have not been successful in a traditional comprehensive school site. The program is located in 50 school districts throughout California. • Educational Clinics. This dropout recovery program serves students who have been out of school for at least 45 days or who have been expelled from school. This program does outreach, initial intake, and basic skills testing. It also provides a basic skills curriculum to assist the dropout or expelled student to return to a more traditional education placement. For more information regarding student support programs, visit the Dropout Prevention Web site at http://www.cde.ca.gov/ls/ai/dp. Foster Youth Services Programs Foster Youth Services (FYS) programs provide support services to reduce the traumatic effects students suffer from being displaced from family and school and to increase the stability of placements for foster children. FYS programs have the ability and authority to ensure that health and school records are obtained to establish appropriate placement and coordinate instruction, counseling, tutoring, mentoring, vocational training, emancipation services, training for independent living, and other related services. These programs increase the stability of placements for foster children and youths. Their 75
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FACT BOOK 2007 HANDBOOK OF EDUCATIO
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Contents A Message from the State
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Instructional Materials Funding Rea
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Acknowledgments The annual Fact Bo
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California Department of Education
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CHIEF DEPUTY SUPERINTENDENT (916) 3
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Division operates the California Sc
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State Board of Education The Calif
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California State Board of Education
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Education Statistics California Ba
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Enrollment and Number of California
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Page 45 and 46: Accountability The primary goal of
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Page 53 and 54: schools, juvenile court schools, se
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of 1999) established an audit revie
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2006-07 Education Budget On June 3
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Changes to Ongoing Proposition 98 F
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2006-07 Federal Funding Change In F
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K-12 Lottery Revenue Allocations Pr
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Elementary School Districts 2004-05
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Helpful Contacts for Education Info
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California Teachers Association (CT
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Calendar of Events—2007 Dates inc
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July 2007 4 July 4 (Section 37220 o
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