School Counseling Programs

Overview

Utah school counselors demonstrate accountability, social justice, and systemic change. Taking a comprehensive, systemic approach offers school counselors, teachers, administrators, other school personnel, and policymakers a range of strategies and practical tips on how to work more effectively in their schools and communities. The data-driven process helps school counselors and other stakeholders select and implement appropriate supports and interventions that close equity gaps, demonstrate program effectiveness, and improve college and career readiness for each student.

Calendars

School counselors are involved regularly in updating and sharing their professional knowledge and skills through ongoing professional development. The purpose of the school counseling program calendar is to help school counselors and other educators with forward planning of Utah State Board of Education-sponsored training opportunities and events. Dates outlined include professional development opportunities, as well as important school counseling reporting deadlines.

Compliance Training

School Counseling Program Updates and Essentials are for all school counselors and administrators and is required every five years as outlined in the Assurances of the Program Performance Review. During this professional development, school counselors and administrators will work together to analyze data, establish school counseling program goals aligned with school improvement goals, and improve program implementation. Dates are released each August for the upcoming school year.

Course Registration
Massively Integrated Data Analytics System (MIDAS)

School Counseling Secondary Updates and Essentials

Friday, September 27
8:30 a.m. to 2:30 p.m.
Weber School District, Boardroom
Register through MIDAS: Course Number 54283-1.

Tuesday, October 1
8:30 a.m. to 2:30 p.m.
Granite School District, Rooms D102-D106
Register through MIDAS: Course Number 54283-2.

Tuesday, October 22
8:30 a.m. to 2:30 p.m.
Utah State Board of Education, Basement West Conference Room
Register through MIDAS: Course Number 54283-3.

Friday, October 25
8:30 a.m. to 2:30 p.m.
Alpine School District, Education Service Center
Register through MIDAS: Course Number 54283-4.

Friday, November 1
8:30 a.m. to 2:30 p.m.
Sevier School District, Room 2
Register through MIDAS: Course Number 54283-5.

School Counseling New Programs Updates and Essentials

New Programs School Counseling Program Updates and Essentials is for counselors and administrators working to become an approved school counseling program. This training is only offered every other school year. The next training will be held 2020-2021.

School Counseling Elementary Updates and Essentials

Tuesday, October 29, 2019
8:30 a.m. to 2:30 p.m.
Utah State Board of Education, Basement West Conference Room
Register through MIDAS: Course Number 53458-2.

Friday, November 15, 2019
8:30 a.m. to 2:30 p.m.
Jordan School District, Auxiliary Service Building, Auditorium A109
Register through MIDAS: Course Number 53458-1.

Friday, November 22, 2019
8:30 a.m. to 2:30 p.m.
Nebo Summit Center
Register through MIDAS: Course Number 53458-4.

Thursday, March 5, 2020
8:30 a.m. to 2:30 p.m.
Washington School District, Boardroom
Register through MIDAS: Course Number 53458-3.

Elementary School Counseling Program Updates and Essentials is specifically for elementary counselors and administrators.

Meetings

School Counseling Local Education Agency (LEA) Leadership Meetings

For LEA Leadership only, school counselors do not attend.

Wednesday, September 4, 2019
8:30 a.m. to 4 p.m.
Utah State Board of Education, Basement West Conference Room

Wednesday, January 15, 2020
8:30 a.m. to  12:30 p.m.
Utah State Board of Education, Basement West Conference Room

Wednesday, March 11, 2020
8:30 a.m. to  12:30 p.m.
Utah State Board of Education, Basement West Conference Room

Wednesday, May 6, 2020
8:30 a.m. to 12:30 p.m.
Utah State Board of Education, Basement West Conference Room

Charter Schools with Approved Programs

Tuesday, September 17, 2019
8 a.m. to Noon
Utah State Board of Education, Basement West Conference Room
Register through MIDAS: Course Number 54367.

Career and Technical Education (CTE)/School Counselor LEA Leadership Meetings

For CTE Directors who support school counseling programs, school counselors do not attend.

Thursday, October 24, 2019
9 a.m. to 10 a.m.
Zoom Meeting

Thursday, January 16, 2020
9 a.m. to 10 a.m.
Zoom Meeting

Thursday, March 26, 2020
9 a.m. to 10 a.m.
Zoom Meeting

Thursday, May 14, 2020
9 a.m. to 10 a.m.
Zoom Meeting

School Counseling Advisory Meetings

Wednesday, October 16, 2019
8 a.m. to Noon
Utah State Board of Education, Basement West Conference Room

Wednesday, March 18, 2020
8 a.m. to Noon
Utah State Board of Education, Basement West Conference Room

Elementary School Counseling Advisory Meetings

Wednesday, October 16, 2019
1 p.m. to 4 p.m.
Utah State Board of Education, Basement West Conference Room 

Wednesday, March 18, 2020
1 p.m. to 4 p.m.
Utah State Board of Education, Basement West Conference

Elementary School Counselor Grant Program Quarterly Meetings

Elementary School Counselor Grant Recipients Only.

Tuesday, October 29, 2019, Friday, November 15, 2019, Friday, November 22, or Thursday, March 5, 2020
Quarterly Meeting 1: Elementary Updates and Essentials (see above for locations)

Tuesday, January 28, 2020
Quarterly Meeting 2: Tools for Elementary Counselors Workshop Part 1
Utah State Board of Education, Basement West Conference Room

Friday, March 20, 2020
Quarterly Meeting 3: Tools for Elementary Counselors Workshop Part 2
Utah State Board of Education, Basement West Conference Room

Tuesday, May 12, 2020
Quarterly Meeting 4: Accountability and Data Report Technical Assistance Webinar (Zoom) 

Conference

School Counseling Programs Summer Conference

To be determined

Annual Due Dates

October 1
School Counselor Full-time Equivalent (FTE) entered in Comprehensive Administration of Credentials for Teachers in Utah Schools (CACTUS) for 1:350 ratio report completed by LEA leadership.

April 1
Program Ratio Plans (for LEAs not meeting 1:350 ratio) completed by LEA leadership and submitted via e-mail.

May 1
Program Reviews (Formal and Interim) completed. Interim reports completed by LEA leadership and submitted via e-mail.

June 1
Program Performance Self-Evaluations completed and saved in the school counseling program’s electronic evidence box.

Program Data Projects completed by school counselors and submitted via e-mail by LEA leadership.

Program Request for Funding (RFF) with RFF Signature Page completed by LEA leadership and submitted via e-mail.

College Readiness

In today's global, knowledge-based economy, preparing each student for college and career readiness is the gateway to social mobility and better lifetime opportunities. Through the Utah College and Career Readiness School Counseling Program Model, school counselors use a comprehensive, systemic approach to inspire all students to, and prepare them for, post-secondary educational opportunities through individual student planning, career pathways, and career literacy.

School Counseling Program Model

Beginning with school counseling programs in the 1980's, Utah school counselors have strived to develop and continuously improve a school counseling model that understands and meets students' needs. Vast changes in technology, college expectations, school accountability, the needs of the employers, essential workforce skills, personal challenges for students, and expectations of parents, have impacted the services provided to students through Utah College and Career Readiness School Counseling Programs.

In 2016, the revised edition Utah College and Career Readiness School Counseling Program Model was implemented. This edition strongly emphasizes college and career readiness for each student and the counselor's role in helping students realize positive postsecondary outcomes. The framework is student-centered, data-driven, counselor-implemented, and systemic in nature so that students complete high school with the social capital necessary to participate fully in a global society. Furthermore, the redefined approach moves the school counseling profession beyond traditional, process-oriented practices frequently detached from the curriculum to transformational, outcome-oriented practices characterized by embedded student activities and evidence-based accountability.

College and Career Readiness School Counseling Program Model
Utah Model for Comprehensive Counseling and Guidance: K-12 Programs, 2005. If you would like a copy of this document, please contact the department directly.

Resources for College Readiness and Affordability

Standards for Utah School Counselor Education Programs

StepUp Utah
A resource which encourages all Utah students to dream big about their futures and then act on those dreams by preparing for and completing college:

Utah Futures
Features college and career planning tools, labor market information, job search success skills, education and training:

Utah Systems of Higher Education (USHE)
Comprised of Utah colleges and universities and their programs of study:

National Collegiate Athletic Association (NCAA):

Sports Scholarships
Next College Student Athlete (NCSA)

Working with Student-Athletes
CollegeBoard

College Board: Cost Calculator

Based on the Systemic Needs Assessment for statewide data, cost is the number one barrier for Utah students attending college. The following cost calculators and information can help students and parents determine if they are planning accurately for the actual cost of attending and finishing college.

CollegeBoard:

Free Application for Federal Student Aid (FAFSA)
The main form that the federal government, states and colleges use to award funding for college attendance through grants, scholarships, work study and student loans.

United States Department of Education:

First Generation and/or Undocumented Students

Many times, the process of applying and attending college is daunting, especially for the first-time student. First-Generation students need extra support in navigating the complexities of preparing and applying for post-secondary training opportunities.

CollegeBoard:

Educate Utah: A Guide to Higher Education
EducateUtah

First in My Family: Supporting First-Generation College Students
YouTube

Next Generation: A College Completion Tool-Kit for First-Generation and Non-Traditional Students
United States Department of Education

Out-of-State Post-Secondary Options

Choosing a college is a big and exciting decision. Students need to explore their interests and take time to find the college that will put them on the correct path for a bright future.

CollegeBoard:

Paying for College

After completing the FAFSA, where else can individuals find scholarships to assist with the cost of going to college? Through the following links learn more about applying for scholarships as well as searching for scholarships specific to your needs and interests.

Affordability Center
AffordabilityColleges

College Scholarships for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) Students
BestColleges

Fastweb:

Find the Perfect Scholarship
Peterson's

Scholarships for DACA, House Bill (H.B.) 144 and Undocumented Students in Utah
Education Utah: A Guide to Higher Education

Search Over 3.7 Million College Scholarships and Grants
Scholarships.com

Student Loan Guide
Fool Proof Me

Time for a Withdrawal
my529

We've Got More Than $11 Billion in Scholarships
Cappex

Prep Exams

One of the most stressful requirements for the entire college application process is preparing and taking the entrance exams. There are many useful tools to helping students prepare.

ACT and SAT Prep
College Prep 101

All the Best Resources
ACT Academy

College Admissions Test Preparation
Learning Express

CollegeBoard:

Khan Academy:

My Account
UtahFutures

Test Prep
Shmoop

College-Level Examination Program® (CLEP)
Exams test mastery of college-level material acquired in a variety of ways. There are 33 CLEP exams available to test takers. CLEP exam-takers include adults just entering or returning to school, military service members and traditional college students.

4 Questions to Ask Before Pursuing CLEP Credit
U.S. News

CollegeBoard:

The College Bound Athlete

When considering to be a college athlete, specific planning and course requirements are essential.

Transition Programs

"Families, educators, policy makers and advocates all want to see more youth with disabilities go on to postsecondary education, to find meaningful employment, and achieve success in the adult world. There is shared concern over high drop-out rates and low employment rates among young adults with disabilities." --Author Unknown

College Options for People with Intellectual Disabilities
Think College

Postsecondary Education Programs for Students with Disabilities in Utah

Special Education School to Post-School Transition
Utah State Board of Education Special Education

Student Transition Services
Utah Department of Workforce Services Rehabilitation

Career Literacy

Career literacy means that students develop the skills to be resilient and responsible for their future. They need to understand the basic skills and decision-making processes that are essential in all areas of the world of work. It is our responsibility to prepare students for a variety of careers that meet their personal plan and goals.

Career and Technical Education (CTE) Connections

School Counseling Programs are a branch of the CTE. School Counselors and the Utah State Board of Education CTE collaborate to provide student the best opportunity to prepare for their future. The focus of career pathways changes the paradigm of career planning for students from career development to career literacy. Career literacy is the basic knowledge and skills that students need to navigate the world of work. It involves a holistic approach that helps students to understand a range of career fields, multiple entry and exit points for various occupations, and strategies for career development and advancement. The career literacy process transforms the student mindset to enable them to make more informed decisions regarding their career pathway. School counselors help to ensure that each student is college and career ready.

Resources

Utah State Board of Education CTE:

College and Career Awareness is designed for seventh grade students. Through College and Career Awareness, students participate in activity-centered lessons to utilize technology, develop foundational skills, and explore careers by expanding awareness.

College and Career Awareness Curriculum
Utah Education Network (UEN)

Include 17 days of lesson plans designed to support self-discovery (aspects of self-relevant to college and career planning), exploration of postsecondary education and career options, and the development of an individual College and Career Ready Plan that is informed by the individual's self-discovery and exploration. School Counselors support the College and Career Awareness teacher through collaboration and teaching of specific topics. The broad goal is to help students begin to "figure out who they are while they decide what they want to become." (Source: United States Department of Labor. Finding One's Way: Career Guidance for Disadvantaged Youth).

Additional Resources for Developing Career Literacy

Intergenerational Poverty (IGP) County Data
Department of Workforce Services (DWS)

Strengthens Utah's communities by supporting the economic stability and quality of our workforce.

DWS:

UtahFutures
Utah's career information system for students, job seekers, employment service providers, and educational institutions. Any Utah resident can create a free account to create resumes, create a career plan, and take practice tests:

Bureau of Labor Statistics
United States Department of Labor

Provides an overall look of the United States and job outlook based on the United States Department of Labor resources:

Vocational Rehabilitation
Workforce Services Rehabilitation

Provides transition services to eligible students with disabilities as they transition from high school to adulthood and employment:

Program Implementation and Management

Through the College and Career Readiness School Counseling Program Model, school counselors implement a standards-based, data-driven school counseling program to address the needs of each student. Effective collections, analysis, and use of data ensure school counselors are accountable for program implementation. Program performance and accountability measures are foundational in the work of school counselors and systemic change.

Program Performance Review

The School Counseling Program Model emphasizes a continual process of designing, planning, implementing, evaluating, and enhancing the school counseling program.

  1. The design of the program is the framework the school has developed.
  2. The plan is the written description of the school program, which can be informed/improved by ongoing self-evaluation and the effective use of data.
  3. All new programs are fully implemented when they meet the original 12 standards for program approval.
  4. Program evaluation occurs through annual performance self-evaluations (required for funding) and passing the interim (3 year) and formal (6 year) on-site performance reviews.
  5. Program enhancement occurs as school counselors align their school counseling program with student needs and school improvement goals.

The standards and indicators in the performance self-evaluation document are the criteria for evaluation of the school counseling program.

Performance Review Standards

According to the Utah Office of Administrative Rules R277-462: School Counseling Program, school counseling programs are required to be evaluated annually. A formalized accountability process of annual program evaluation is established through annual performance self-evaluations, interim and formal on-site reviews. The On-Site Review Performance Self-Evaluation for Existing Programs is the tool used for these evaluations.

Resources to help support School Counselors in completing the requirements for the annual performance self-evaluations, interim and formal on-site reviews:

Annual Performance Self-Evaluation

An annual self-evaluation, using the performance review document, is required for all schools as part of the school counseling program funding process. School counseling teams, working with their local leadership, should establish an annual process to review school counseling program implementation, evaluate program outcomes and set new program goals. To meet the annual performance self-evaluation requirement, school counselors complete the On-Site Review Performance Self-Evaluation for Existing Programs document by June 1. School counselors keep the completed document for their records, and future accountability process, in their electronic evidence box files. This document does not need to be submitted to a Utah State Board of Education School Counseling Program Specialist. The LEA leadership oversees that this process is completed annually.

Three-Year Interim Review

The Interim Review (3 year) is structured at the discretion of the Local Education Agency (LEA). These reviews should focus on identifying program strengths, areas of improvement, and using data to effect program change that results in improved behavior, attendance, or academic achievement for students. LEAs are encouraged to replicate the formal review process within the district to allow schools to plan and share their school counseling program within the district or the Career and Technical Education (CTE) region. LEA will provide names of schools and plans for review structure for the current year in their annual Request for Funding (RFF) for the school counseling program. If district personnel have program concerns and/or significant team changes, the district leadership can require a formal, traditional performance review using the onsite process, conducted by an outside district team. Interim review reports are completed by the LEA leadership and submitted via e-mail to a Utah State Board of Education Counseling Program Specialist by May 1. The annual self-evaluation is required to be completed by schools participating in the interim review.

Reporting template for Three-Year Interim Review:

Six-Year Formal On-Site Review

The Formal Review (6 year) is conducted by a Utah State Board of Education School Counseling Program Specialist. This process is developed within the Utah College and Career Readiness School Counseling Program framework to ensure that the school counseling team has implemented the program elements described in the review standards. The on-site review process serves to:

  • celebrate the College and Career Readiness School Counseling Program;
  • recognize program strengths and accomplishments;
  • identify goals and areas for improvement;
  • minimize identified gaps in the areas of access, attainment, and achievement; and
  • ensure program implementation promotes a whole child approach to academic, career, multicultural/global citizenship, and social/emotional development for all students.

On-Site Review for New Programs

Schools who are seeking to obtain an approved school counseling program status must submit a letter of intent by May 1 via e-mail to a Utah State Board of Education School Counseling Program Specialist. The letter of intent is a formal letter, on school letter head, stating the school’s intent to become an approved program. The letter should include anticipated student enrollment for the upcoming school year along with any other pertinent information regarding the student population and school counseling program. Once the letter of intent is received by a Utah State Board of Education School Counseling Program Specialist, a formal on-site school counseling performance review for new programs will be scheduled the following school year. Steps for new program development can be found in chapter 5 of the Utah College and Career Readiness School Counseling Program Model. New programs will be reviewed under the full 12 standards of the On-Site Review Performance Self-Evaluation for New Programs. New programs must pass the on-site formal review in order to qualify to receive school counseling program funding.

Resources to help support School Counselors for a new program review:

Note: LEAs who currently receive funding for approved school counseling programs, and are starting a new school counseling program, will need to submit a letter of intent by May 1, as well as contact a Utah State Board of Education School Counseling Program Specialist to request a copy of the performance self-evaluation document for new programs within an approved LEA.

Individual School Counselor Accountability

The Utah Effective School Counselor Performance Standards articulate what effective school counselor practices look like in the Utah public education system. The standards align with the American School Counselor Association (ASCA) school counselor standards, the National Office of Counselor Advocacy (NOSCA), the Utah College and Career Readiness School Counseling Program Model, and current research on effective school counselor practices. The effective school counselor focuses on students’ long-term academic, college and career, citizenship, and social/emotional development. The Utah Effective School Counselor Rubric is the tool used to evaluate the school counselor’s ability to demonstrate the skills and professional dispositions necessary to promote students’ autonomy, career literacy, responsibility to self and others, and lifelong learning.

Resources to help support individual school counselor accountability:

Data Projects

Outcome data is a requirement of systemic practice in the areas of access, attainment, and achievement for student success. School counselors work on many data projects within one school year; however, only one project is reported annually to the Utah State Board of Education using the data project template. Data projects submitted to the Utah State Board of Education are only one example of a larger data-driven school counseling program and systemic practice within the educational setting. Each year, all schools receiving College and Career Readiness School Counseling Program funds are required to submit a data project to the Utah State Board of Education. School counselors track the data elements regularly and report results at the end of the school year. The data project is completed by the school counseling team and submitted to their LEA leadership. The LEA leadership submits all data projects to a Utah State Board of Education School Counseling Program Specialist via e-mail by June 1.

Resources to help support School Counselors in completing this report:

Student Outcome Accountability Report (SOAR)

The Student Outcome Accountability Report (SOAR) provides school counselors with student data to assist in the data-decision making process. This report takes data submitted through the Utah Transcript Record Exchange (UTRex) system and organizes it in categories that school counselors can use to help identify gaps in the areas of access, attainment, and achievement. From this analysis, school counselors set program goals to address identified gaps to improve student outcomes. The SOAR is designed as one resource for school counselors, but additional data sources should be used when making data-informed decisions.

Individual schools can access their SOAR through the USBE Data Gateway. School counselors will need to work with their Information Technology department or LEA leadership to obtain access. Once access is granted through the district, school counselors can find the report on the Data Gateway homepage under My Tools. To help school counselors analyze and interpret the SOAR, the SOAR Business Rules have been established.

Systemic Assessment and Curriculum Delivery Survey

All schools receiving College and Career Readiness School Counseling Program funds are required to complete a formal Systemic Assessment and Curriculum Delivery Survey every three years. The Systemic Assessment is completed by school faculty, parents, and students. The parent and student survey should reflect a sampling of the population that is representative of the overall school demographics. Results from the Systemic Assessment offers a data-informed direction for the implementation of a comprehensive school counseling program.

The Curriculum Delivery Survey is completed by teachers. This survey measures student mindsets and competencies in the four areas of Academic/Learning, Life/Career, Multicultural/Global Citizen, and Social/Emotional Development which are consistent with the School Counseling Program Model. Results from this survey allows school counselors to deliver intentional classroom instruction, design effective individual Plan for College and Career Readiness meetings, and support the academic, career, social, and emotional development of each student.

The Systemic Assessment and Curriculum Delivery Surveys are designed for Utah schools and provided for approved programs through Career and Technical Education (CTE) Surveys. School counseling programs can access their unique school account information from their LEA leadership.

School Counseling Programs Request for Funding (RFF)

Funds disbursed to approved school counseling programs are for secondary schools 7-12 grades. Performance and adherence to standards cited in R277-462, as well as completion of the RFF application, are required in order to receive funds. The RFF application and signature page are completed by the LEA leadership and submitted via e-mail to a Utah State Board of Education School Counseling Program Specialist by June 1.

Resources to help support LEA leadership in completing this report. (coming soon)

Plan for College and Career Readiness

The Plan for College and Career Readiness process is a comprehensive approach to individual student planning in which school counselors coordinate ongoing activities to help students establish personal goals and develop future plans. School counselors help students make successful transitions from grade level to grade level, set future goals (including selecting college and career pathways), and establish career literacy. School counselors who establish a systemic approach for the school counseling program build an environment where each student has equitable access to all school programs and can achieve and attain their goals.

School Counseling Licensing

Professional school counselors serve a crucial role in increasing student success. Through leadership, advocacy, collaboration, and systemic change, school counselors promote equity and access to rigorous educational experiences for each student. School Counselors must have a minimum of a master's degree in school counseling and meet the state guidelines as defined below.

Professional School Counseling Licensing

Standards for Utah School Counselor Education

Getting Started
  1. Professional school counselors in Utah must meet the following requirements:
    1. Earn a master's degree or higher in school counseling from an institution accredited in accordance with Utah State Board of Education rule and which meets the Standards for Utah School Counselor Education Programs adopted by the Utah State Board of Education in January 2003, and revised in 2018, and
    2. Receive a recommendation for license from the school counselor education program at the above described institution, and
    3. Have a professional Educator license from the Utah State Board of Education with a School Counselor Area of Concentration.
    4. It is recommended that candidates who completed their master's degree or higher in a school counseling education program more than five years ago who now want to obtain a school counselor license complete professional development through:
      1. School Counseling Updates and Essentials,
      2. School Counseling College and Career Certificate,
      3. Special Education Law,
      4. Trauma Sensitive Schools.
    5. Currently, all candidates for a Utah Counselor (K-12) License Area of Concentration must pass the PRAXIS 5421 Test with a score of 164 or higher prior to receiving approval for the license area.
    6. Individuals with a master's degree from an online program must have completed their school counselor education program with an on-line program that is accredited by Council for Accreditation of Counseling and Related Education Program (CACREP) and that meets the Utah State Board of Education Standards for Utah School Counselor Education Programs adopted in January 2003, and revised in 2018, which may require additional coursework. Candidates with a master's degree from an online program must first be licensed in the state in which the online program is located.
  2. Applicants for Utah School Counseling License who have attended an institution out-of-state and who are not licensed in school counseling must have:
    1. A master's degree or higher from a CACREP accredited program, or another regionally recognized accrediting body, that meets equivalent standards and meets the Utah State Board of Education Standards for Utah School Counselor Education Programs adopted in January 2003, which may require additional coursework, and
    2. A Professional Educator license from the Utah State Board of Education. Additional coursework for candidates applying for Out-of-State Licensing shall be determined by the Comprehensive Counseling and Guidance Specialist and/or Coordinator at Utah State Board of Education.
    3. All candidates for a Utah Counselor (K-12) License Area of Concentration must pass the PRAXIS 5421 Test with a score of 164 or higher prior to receiving the license area.
    4. Individuals with a master's degree from an online program must have completed their school counselor education program with an on-line program that is accredited by CACREP or another regionally recognized body, and that meets the Utah State Board of Education Standards for Utah School Counselor Education Programs adopted in January 2003, and revised in 2018, which may require additional coursework. Candidates with a master's degree from an online program must first be licensed in the state in which the online program is located:
    1. A current license from another state, and
    2. A master's degree or higher from a CACREP accredited program or another regionally recognized accrediting body, that meets the equivalent to those standards and meets the Utah State Board of Education Standards for Utah School Counselor Education Programs adopted in January 2003, and revised in 2018, which may require additional coursework, and
      1. Individuals with a master's degree from an online program must have completed their school counselor education program with an on-line program that is accredited by CACREP or another regionally recognized accrediting body and that meets the Utah State Board of Education Standards for Utah School Counselor Education Programs adopted in January 2003, and revised in 2018, which may require additional coursework. Candidates with a master's degree from an online program must first be licensed in the state in which the online program is located, and
    3. A professional Educator license from Utah State Board of Education.
    4. Additional coursework for candidates may be required in order for the candidate to be fully prepared to work in the Comprehensive Counseling and Guidance Programs in Utah schools.
    5. All candidates for a Utah Counselor (K-12) License Area of Concentration must pass the PRAXIS 5421 Test with a score of 164 or higher prior to receiving the license area.
  3. Currently, there is no alternative route to licensure for school counseling.
Renewal

School counselors looking to renew an active license, will follow the same procedures outlined by Utah State Board of Education Educator Licensing department for Renewal License Candidates.

It is recommended that candidates with an expired license complete professional development through:

    1. School Counseling Updates and Essentials,
    2. School Counseling College and Career Certificate,
    3. Special Education Law,
    4. Trauma Sensitive Schools.
Change of Level

School counselors looking to upgrade to a level 2 or level 3 will follow the same procedures as other Candidates for a Change of Level. The Entry Years Enhancement (E.Y.E.) brochure explains the requirements for educators with only a school counselor license.

College and Career Certificate

The Strengthening College and Career Readiness Program is designed to improve students' college and career readiness through enhancing the skill level of school counselors in the areas of college and career readiness.

Program Development

The Utah State Board of Education in collaboration with educational entities and business/industry partners have created a certificate program for working school counselors to increase their competencies in college and career readiness counseling. This certificate program is comprised of three components.

  • Component One: Online coursework
    Through online coursework developed by Utah State Board of Education with an advisory group Component One focuses on helping students understand their post-secondary options and become college ready.
  • Component Two: Utah State Board of Education professional development
    Through Utah State Board of Education specialist lead professional development called School Counseling Program Updates and Essentials, counselors and administrators align school counseling program goals with school improvement plans and student needs.
  • Component Three: Online coursework
    Through online coursework developed by Utah State Board of Education with an advisory group of individuals from business and industry Component Three focuses on helping students become career ready to meet the demands of Utah's economy.
Application for Certificate Program Coursework

School counselors will apply through their LEAs. Priority will be given to applicants who meet the following criteria:

  • The school counselor is licensed as a school counselor according to Board Rule R277-506.
  • The school where the school counselor is housed has an approved College and Career Readiness School Counseling Program.
  • The school meets the school counselor-to-student ratio of 1:350, according to Board Rule R277-462.

Watch for future cohorts starting soon.

Completion of Coursework

Completing all three components of the certificate program will enhance school counselors' work toward helping students achieve their college and career readiness goals. To help facilitate the effort, participants will be required to submit an action plan for implementation in schools after completion of certificate coursework.

Application for Adding to Licensing

After completing all three components, school counselors will complete the application for adding the certificate to their license. School counselors will receive the application via e-mail upon completion of the program coursework.

Utah State Board of Education College and Career Readiness Certificate Program: Application for Licensure Certificate

For questions regarding Professional School Counseling Licencing, please contact Jerri Sagers at (801) 538-7643 or via e-mail at jerri.sagers@schools.utah.gov. For questions regarding College and Career Readiness Certificate, please contact Kim Herrera at (801) 538-7647 or via e-mail at kim.herrera@schools.utah.gov.

Resources

College and Career Readiness School Counseling Program Performance Evaluation Tracking

This guide is updated annually. Available for School Counseling Leadership and School Counselors to help monitor compliance for annual accountability, including:

  1. Self, Interim, and Formal Performance Reviews,
  2. Request for Funding (RFF),
  3. Ratio Plans (if needed),
  4. Data Projects.

Regulation

Title 53E-9-203: Activities Prohibited Without Prior Written Consent, Validity of Consent, Qualifications, Training on Implementation
Utah State Legislature

Except as outlined by state statute 53E-9-203 and Utah State Legislature Title 53G-9-702: Youth Suicide Prevention Programs Required in Secondary Schools, State Board of Education to Develop Model Programs, Reporting Requirements prior written parental consent must be obtained for any school activity, which concerns a student's or family's:

  1. political affiliations or philosophies;
  2. mental or psychological problems;
  3. sexual behavior, orientation, or attitudes;
  4. illegal, anti-social, self-incriminating, or demeaning behavior;
  5. critical appraisals of family member has close family relationships;
  6. religious affiliations or beliefs;
  7. legally recognized privileged relationships (lawyers, medical personnel, or ministers)
  8. income, except as required by law.

In 2014, the Utah State Legislature passed House Bill (H.B.) 23 (Title 53E-9-203 (7)) which allows a school employee to intervene and ask a student questions if the employee believes the student is at risk of attempting suicide, physically self-harming behavior or harming others.

Title 53E-2-304: School District and individual School Powers, Plan for College and Career Readiness Definition
Outlines the details of College and Career Readiness planning meetings and provides guidelines and expectations for Local Education Agency (LEA) policies regarding these meetings.

R277-462-3: Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria
Outlines program implementation requirements for secondary schools to be eligible for Career and Technical Education (CTE) Add-On Funding for school counseling programs.

R277-462-4: Student Education Occupation Planning in a Plan for College and Career Readiness.
Provides LEAs the guidelines and expectations to develop their Plan for College and Career Readiness schedule based on the following conferences:

  1. Grades 7-8, minimally one individual and one group conference during the two years;
  2. Grades 9-10, minimally one individual conference and one group conference during the two years;
  3. Grades 11-12, minimally one individual conference and one group conference during the two years; and
  4. Other Meetings, as necessary

R277-464: School Counselor Direct and Indirect Services (Draft 5)
Utah State Board of Education Administrative Rules

R277-464-3: Incorporation of School Counselor Services Document

R277-921: Strengthening College and Career Readiness Program
Outlines program implementation requirements for College and Career Readiness Certificate.

R277-461: Elementary School Counselor Grant Program
Outlines grant criteria and application process and program implementation for the Elementary School Counseling Grant Program.

Supporting Students

Equity and Advocacy

Educational Equity is a federally mandated monitoring office for the K-12 public school system at the Utah State Board of Education which monitors civil rights compliance in accordance with the United States Department of Education and the Office for Civil Rights (OCR) regulations.

Diversity Initiative: Race, Class and Gender
Georgetown University

Utah State Board of Education Educational Equity

Utah Education Network (UEN):

Intergenerational Poverty (IGP)

Intergenerational Poverty is when two or more successive generations of a family continue in the cycle of poverty.

Department of Workforce Services (DWS):

What are the Challenges of Intergenerational Poverty?
Utah Education Network (UEN)

School Based Mental Health Webinar Series

The webinars for educators focus on helping students be college and career ready by considering the whole student:

Student Safety and Wellness

A resilient school culture helps promote student success by improving student safety and wellness. The following pages support the development of a positive and safe school culture which includes Absenteeism, Bullying, Child Sexual Abuse, Dropout Prevention, Student Discipline: Prosocial Connections, Substance Abuse and Safe Schools.

National School Climate Center (NSCC)

NetSafe Utah

NetSmartz
National Center for Missing and Exploited Children

Utah State Board of Education Bullying Prevention

Utah State Board of Education Supporting Safe and Positive Utah Schools

Suicide Prevention

Suicide is the leading cause of death in Utah for kids 10-17. These resources are developed to help support students and those working with them to have these tough conversations.

National Suicide Prevention Lifeline
Hotline: 1 (800) 273-8255

SafeUT Smartphone App
University of Utah

Utah State Board of Education Suicide Prevention

Utah Youth Suicide Prevention Crisis Toolkit
Utah Education Network (UEN)

Contacts

Kim Herrera
Education Specialist
K-12 School Counseling Programs
Phone: (801) 538-7647 | E-mail

Jerri Sagers
Education Specialist
K-12 School Counseling Programs
Phone: (801) 538-7643 | E-mail

Tina Morandy
Executive Secretary
Phone: (801) 538-7526 | E-mail