1. April 2015

3. –February 2014 – Advisory Council (SCAC) convenes –April 2014 – NYSED School Counselor Summit –June 2014 – Summit recommendations to BOR –December 2014 –SCAC recommendations to BOR –April-May 2015 – Regulations to be presented to BOR Timeline

4. Revision of Commissioner’s Regulations Part 100.2 to require that all relevant components of counselor accountability be tied to student outcomes. The American School Counselor Association (ASCA) National Model recommends this approach, and this approach is backed by years of research supporting its effectiveness and can serve as a model for New York State. Recommendation 1

5. The preparation of school counselors needs to be coordinated and consistent across all programs in New York State Recommendation 2

6. School counselors and school building leaders require significant annual professional development for supporting full implementation and evaluation of school counseling programs in every P-12 school. Recommendation 3

7. Develop a system of direct communication with school counselors. This could include a mechanism for transmission of memoranda as well as a dedicated webpage for school counselors. Recommendation 4

9. (1) Public schools. Each school district shall have a guidance program for all students. (i) In grades K-6, the program shall be designed in coordination with the teaching staff to prepare students to participate effectively in their current and future educational programs, to help students who exhibit any attendance, academic, behavioral or adjustment problems, to educate students concerning avoidance of child sexual abuse, and to encourage parental involvement. (ii) In grades 7-12, the guidance program shall include the following activities or services: (a) an annual review of each student's educational progress and career plans, with such reviews to be conducted with each student individually or with small groups by personnel certified or licensed as school counselors; (b) instruction at each grade level to help students learn about various careers and about career planning skills conducted by personnel certified or licensed as school counselors, or by classroom teachers in cooperation with school counselors; Existing CR100.2(j)

10. (c) other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors, or by certified teaching assistants under the supervision of counselors or teachers, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed school social workers in cooperation with school counselors; and (d) the services of personnel certified or licensed as school counselors. (iii) Each school district shall develop a district plan which sets forth the manner in which the district shall comply with the requirements of this subdivision... The plan shall present program objectives, which describe expectations of what students will learn from the program; activities to accomplish the objectives; specification of staff members and other resources assigned to accomplish the objectives; and provisions for the annual assessment of program results. The plan shall be reviewed annually by the school districts, and revisions shall be made as necessary. (2) Nonpublic schools. Each nonpublic secondary school shall provide a guidance and counseling program for students in grades 7-12. Existing CR100.2(j)

12. Part 100.2(j) Guidance Plans follows ASCA National Model standards Part 52.21(b) Counselor Education follows CACREP standards 80-2.3 School Counselor Certification follows national standards Regulation Revision Areas

13. Regulation Revisions Data from: A Guide to State Laws and Regulations on Professional School Counseling, March 2012, American Counseling Association

14. How are students different because of what we do? National Model Framework Reaching more students & being more effective Standards-based & data driven

15. Use of Outcomes Data to drive program changes Time & Task Analysis Advisory Council Principal/ Counselor Annual Agreement Sharing program results with stakeholders Reduction in non-program responsibilities Gap analysis and action plans Curriculum development with lesson plans National Model Framework

16. Professional Development Needs Many districts have fallen behind in annual revision of their “guidance plan” and need assistance; Anticipated regulation revisions are based on the National Model framework; Many working school counselors have NOT been trained in the National Model framework; Many building and district leaders are NOT aware of the connection of counseling programs to student achievement.

17. 2015-2016 Professional Development “School Counseling with the End in Mind” A Conference for Secondary School Counselors in Central New York (November 3, 2015 @ OCC) “National Model” training Other related issues: –Principal/School Counselor Relationship –Data and School Counseling programs

21. For Now… Comply with the current regulation: K-6 (in coordination with classroom teachers) 7-12 (personnel certified or licensed as school counselor) Preparation for current and future educational programs Annual review of student program and progress (Individually or small group) Support for attendance, academic, behavioral, problems Career exploration and post-secondary planning (can be in partnership with classroom teacher) Education: child sexual abuse Advisory and individual or group counseling Support for attendance, academic, behavioral, adjustment problems Encouraging parent involvement