2140P Comprehensive School Counseling Program
The District’s comprehensive school counseling program will be based on the national model for school counseling and be regularly updated.
At all K-12 levels, the program will support the three domains of school counseling, which are (1) social/emotional development, (2) academic development, and (3) career readiness.
The program will align with the related state and national frameworks, such as the WA MTSS Framework.. The program will be systematically aligned to state learning standards, such as the WA SEL standards. The program will utilize a data driven process to identify students’ needs. Data sources will include, use of time data, program results data, and data from communications with administrators, parents, students, or other stakeholders.
The program will explain how the District will deliver direct and indirect services. Direct services are in person interactions between comprehensive school counseling program staff and students that help students improve achievement, attendance, and well-being. Examples of direct services include instruction, appraisal, advisement, and counseling. Indirect services are provided on behalf of students to enhance student achievement and promote equity and access for all students. Examples of indirect services include collaboration, consultation, student advocacy, and referral. At least 80% of the school counselor’s time will be for providing direct and indirect services. No more than 20% of the school counselor’s time will be spent on school counseling program planning and school support activities.
The program will establish an annual program review and program assessment process that is implemented by certified school counselors.
Training
The District will provide professional development for school counselors that focuses on recognizing signs of emotional or behavioral distress in students, including but not limited to indicators of possible substance abuse, violence, and youth suicide, screening, accessing current resources, and making appropriate referrals.
Other district staff may participate in this professional collaboration as well if it is deemed appropriate by building or district administrators.