STATE BOARD OF EDUCATION – ADMINISTRATIVE RULE SUMMARY
Title/OAR #: Guidance and Counseling/OAR 581-023-0050; OAR 581-022-1510; OAR 581-022-0405
Date: June 19-20, 2008
Staff/Office: Salam Noor/Colleen Mileham, Educational Improvement and Innovation, ODE
New Rule Amend Existing Rule Repeal Rule
Hearing Date: April 23, 2008 Hearings Officer Report Attached
Action Requested:
First Reading/Second Reading Adoption Adoption/Consent Agenda
WHAT THE PROPOSED/AMENDED RULE DOES: The amendments are to bring the OARs into compliance with HB 2263 enacted by the 2007 legislature. The amendments also update the OARs for Comprehensive Guidance and Counseling Programs for Pre-Kindergarten through Twelfth Grade and career education.
ISSUES RAISED:
· Child Development Specialist programs are no longer funded.
· Align Child Development Specialists programs to the Comprehensive Guidance and Counseling Framework.
BACKGROUND: In 2007, HB 2263 amended ORS 329.255 to allow all school district local governing boards to establish a child development specialist program as an optional elementary, (K-grade 8), component of their Comprehensive Guidance and Counseling (CGC) program. Districts may submit elementary Child Development Specialist (CDS) program plans aligned with their district CGC program for Oregon Department of Education approval, then request annual authorization of child development specialists to work in those approved CDS programs.
Because no reimbursement for Child Development Specialists exists today, OAR 581-023-0050 “Rules for Implementation of Child Development Specialist Program and State Reimbursement for Costs of Such Programs” is amended to read “Rules for Implementation of Child Development Specialist Programs” and moved from the Division 23 - School Finance, to Division 22 – Standards for Public Elementary and Secondary Schools. This amended rule (OAR 581-022-1512) follows the OAR 581-022-1510, Comprehensive Guidance and Counseling.
In 2005, ODE staff and a statewide CDS advisory committee revised all CDS program and position materials and processes to align with the Oregon Framework for Comprehensive Guidance and Counseling Programs. Career Education OAR 581-022-0405 is amended to describe this curriculum requirement as an integral student development domain of Comprehensive Guidance and Counseling programs expected by OAR 581-022-1510.
Board History: The Board adopted OAR 581-022-1510 in 1996. The recommended revisions to these related OARs reflect the professional shift in the field of Comprehensive Guidance and Counseling (CGC) in recent years. CGC creates planned, proactive and preventative programs that address the academic, career, personal/social development and community involvement of each and every child rather than simply providing responsive services for a few students. CGC is integral to school improvement and the diploma requirements.
This item was presented to the Board for a first reading at the May 2008 meeting.
Statutory Authority: ORS 326.051 and 343.125 to ORS 343.145
Fiscal Impact: There is no fiscal impact.
STAFF RECOMMENDATION: Adopt the amended rules.
Draft Rule – Bold indicates new language, italicized indicates language has been deleted
Created by CH on 3/21/08
581-022-0405
Career Education
Each school district shall implement plans for career education for Grades K through 12, [with goals for each instructional program and, where applicable, goals for support programs.] as part of its comprehensive guidance and counseling program, based on the Oregon Department of Education’s “Framework for Comprehensive Guidance and Counseling Programs for Pre-Kindergarten through Twelfth Grade.” Career education curriculum is part of the overall comprehensive guidance and counseling curriculum, written to address Essential Skills, Education Plan and Education Profile and the four interrelated student developmental domains: academic, career, personal/social, and community involvement.
Stat. Auth.: ORS 326.051 and 329.275
Stats. Implemented: ORS 326.051
Hist.: 1EB 19-1980, f. 6-17-80, ef. 9-1-81; EB 4-1989, f. & cert. ef. 1-23-89
581-022-1510
Comprehensive Guidance and Counseling
(1) District Comprehensive Guidance and Counseling. Each school district shall provide a coordinated comprehensive guidance and counseling program to support the [educational and career] academic, career, personal/social, and community involvement development of each and every student[s]. The district shall:
(a) Adopt comprehensive guidance and counseling program goals [which] that assist students to:
[(A) Develop decision-making skills;
(B) Obtain information about self;]
[(C)] (A) Understand and utilize the educational opportunities and alternatives available to them;
(B) Meet academic standards;
[(D)] (C) Establish tentative career and educational goals;
(D) Create and maintain an education plan and education portfolio;
(E) Demonstrate the ability to utilize personal qualities, education and training, in the world of work;
(F) Develop decision-making skills;
(G) Obtain information about self;
[(E)] (H) Accept increasing responsibility for their own actions[;], including the development of self-advocacy skills;
[(F)] (I) Develop skills in interpersonal relations[; and] , including the use of affective and receptive communication;
[(G)] (J) Utilize school and community resources.
(K) Demonstrate and discuss personal contributions to the larger community; and
(L) Know where and how to utilize personal skills in making contributions to the community.
[(b) Specify instructional, guidance and counseling activities for the achievement of the goals;
(c) Assign guidance and counseling responsibilities to each school and to the appropriate personnel; and
(d) Evaluate guidance and counseling programs for all grades.]
(2) School Comprehensive Guidance and Counseling. Each school shall provide a comprehensive guidance and counseling program that serves students K through 12, based upon the Oregon Department of Education’s “Framework for Comprehensive Guidance and Counseling Programs for Pre-Kindergarten through Twelfth Grade” which:
[(a) Specifies goals including those assigned to the school district program;]
[(b)] (a) Identifies staff responsibilities [and instructional, guidance and counseling activities to achieve guidance program goals;] to plan, design and deliver a comprehensive guidance and counseling program that meets the unique needs of their students and community;
(b) Aligns with the district’s school improvement plans;
(c) Assigns guidance and counseling responsibilities to the appropriate personnel;
(d) Expects all school staff to participate in implementing the comprehensive guidance and counseling program;
[(c) Identifies each student's guidance and counseling needs;]
[(d)] (e) Assists each student to develop, and annually review, an educational plan (a formalized plan and process in which students establish their education, career and life goals, identify learning goals and connect them to activities that will help them achieve their goals) in grades 7-12. [an educational plan] in grades 9 –12 which identifies a tentative career goal and reviews the student's progress at least annually;] and
[(e) Assigns each student to a certificated staff member for individual support and advice.]
(3) Guidance Staff Assignments. Each school district shall maintain a licensed staff [which] and promote[s] effective guidance practices consistent with the district's expected comprehensive guidance and counseling program outcomes. In determining staffing for the program, the following shall be considered:
(a) [The number of students assigned to a certificated counselor;] Alignment with the American School Counselor Association recommended student to counselor ratio of 250:1;
(b) The number of aides or clerical staff assigned to support the implementation of the comprehensive guidance and counseling program. [; and]
[(c) The extent to which the staffing pattern varies from general statewide practices.]
Stat. Auth.: ORS 326.051 and 329.275
Stats. Implemented: ORS 326.051
Hist.: EB 18-1996, f. & cert. ef. 11-1-96
581-023-0050 is renumbered to 581-022-1512
Child Development Specialist Programs
(1) A Child Development Specialist program is an optional elementary (grades K-8 or any configuration thereof) component of a district’s comprehensive guidance and counseling program for grades K-12, based on the Oregon Department of Education’s “Framework for Comprehensive Guidance and Counseling Programs for Pre-Kindergarten through Twelfth Grade” under OAR 581-022-1510.
[(1)] (2) The district school board of every school district operating elementary schools may make the services of a Child Development Specialist available to the children and their families residing in attendance areas of the schools. A Child Development Specialist may serve as guidance staff to help implement the comprehensive guidance and counseling program.
(2) If a district school board chooses to establish a child development specialist program, the school district must meet the following requirements:
a. The school district shall submit a written plan describing the program to the Department of Education and the program must be approved by the department.
b. Upon department approval of a district’s plan, a school district may submit a child development specialist candidate application for department approval.
c. The school district shall conduct an annual review of the program and submit an updated plan to the department for reauthorization of the program.
d. Each Child Development Specialist employed by a school district shall complete an annual evaluation of the specialist’s child development plan to be included with the school district’s updated plan.
(2) The department will:
a. Conduct an annual program review of any district that has established or chooses to establish a Child Development Specialist Program as an elementary, grades K-8, component of the district’s K-12 comprehensive guidance and counseling program.
b. Conduct an annual review of each Child Development Specialist’s Summary of Activities as part of the reauthorization process.
c. Up-date and post all child development specialist forms needed for program approval and CDS authorization/reauthorization on the Oregon Department of Education web page annually.
d. Maintain a Child Development Specialist Advisory Committee to hear appeals by districts or Child Development Specialist, or to serve when requested by the department for input.
[(a) Priority shall be given to programs for the primary grades, including kindergarten;
(b) Services may be made available to children four years of age or younger and their families.
(2) Each program, to be approved, shall be developmentally appropriate and include:
(a) A prevention program encompassing the early identification of developmental problems and the building of positive attitudes towards self and others;
(b) Training, role identification, job responsibilities and objectives of a Child Development Specialist position in relation to the school staff;
(c) A program designed to provide consultative services for families to assist in understanding child development and the uniqueness of individuals;
(d) Community resource utilization in planning and operation of the program.
(3) Indicators of a Quality Child Development Specialist Program:
(a) The specialist shall be a member of the school staff and shall be responsible for the promotion of each child's total developmental progress;
(b) The specialist shall help children and their families develop positive attitudes toward themselves and others, the specialist shall utilize teacher in-service training, parent and family training, and individual and small group counseling with children;
(c) The specialist shall be committed to encouraging communication among influential persons in each child's environment;
(d) The specialist shall focus on the developmentally appropriate practices that insure the identification of the child's talents and strengths:
(A) When such talents and strengths are identified, the child's specific needs shall be addressed;
(B) The identification process shall include observation of the child in various settings, involvement of families and school staff, counseling interviews with the child, collection of relevant data and assistance from individuals or agencies who may interact with the child.
(4) Responsibilities of the Child Development Specialist:
(a) Assure developmentally appropriate assessment of learning and developmental levels for each child;
(b) Design programs and strategies to assist each child in his/her individual growth and development;
(c) Identify and utilize the strengths of each child, with assistance from school staff, families, and community members to create a positive learning experience;
(d) Be a resource to the teacher in designing classroom procedures or materials based upon the identified talents, strengths, and needs of each child;
(e) Provide training for staff and families to understand their role and responsibility related to children's talents and strengths, individual differences, and self-esteem;
(f) Work with staff and families to identify and meet special needs of children.
(5) Individuals contracted as Child Development Specialists shall hold a Personnel Services Certificate, a Personnel Services Certificate of Accomplishment as issued by Teacher Standards and Practices Commission or be approved to serve in that capacity by the State Board of Education. When selecting a Child Development Specialist, requirement of a master's degree is recommended, but training or experiences to meet the following competencies shall be required:
(a) Observing and analyzing behaviors of children in their environments;
(b) Establishing counseling and supporting relationships which assist children and their families with home, school, and community issues;
(c) Understanding and communicating the results from developmentally appropriate assessment and screening procedures to staff, children, and their families;
(d) Working collaboratively in schools, agencies and the community;
(e) Identifying and coordinating resources and making appropriate referrals;
(f) Planning, coordinating, and consulting with others to provide educational programs in such areas as: Classroom guidance, life career roles, personal safety, conflict management, self-esteem, decision making, communication skills, parenting skills, and interpersonal relationships;
(g) Utilizing interpersonal skills such as: leadership, communication, group interaction, family counseling, individual counseling, and sensitivity to confidentiality;
(h) Developing and implementing a building plan and individual child action plan;
(i) Recognizing and developing the talents and strengths and positive characteristics of children;
(j) Utilizing growth and development concepts in providing services to the program population.
(6) Each district shall have goals and measurable objectives for the Child Development Specialist Program based upon identified needs.
(7) School districts planning to offer the services of a Child Development Specialist shall have a program plan as described in this OAR filed with and approved by the Oregon Department of Education.
(8) The local district evaluation process shall be based upon the goals stated in ORS 343.125 as well as the goals of the district's program.
(9) An annual written evaluation report, based upon both outcomes and activities, shall be provided to the Department of Education by June 15.
(10) School districts maintaining approved Child Development Specialist programs for which reimbursement is being claimed, shall file a verified claim for the costs incurred with the Superintendent of Public Instruction following the close of each fiscal quarter.
(11) If the application for reimbursement is approved by the Superintendent of Public Instruction, the district shall be reimbursed the amount claimed, in accordance with ORS 343.135(2).]