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

Safe and Healthy Schools Conference

November 17-18, 2020
Location: Megaplex Theatres at Jordan Commons

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 and Career 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 and prepare all students 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
YouTube

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.

Career Literacy and Career and Technical Education (CTE) Connections

Career literacy provides students with the capacity to make informed decisions about choosing a career and deciding the best course of action to reach their goals. School counselors play an integral role in helping students gain an understanding of a variety of careers. They also help align career aspirations to educational opportunities that support the student’s individual College and Career Readiness Plan.

School counselors and CTE collaborate to provide students the best opportunity to prepare for their future. The focus of CTE 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.

For further information regarding CTE, refer to the Utah State Board of Education Career and Technical Education (CTE) website.

Utah Futures

Utah Futures is Utah’s one-stop shop for students to make education and career plans online, in partnership with parents and school counselors. This resource supports the individual student Plan for College and Career Readiness process.

Utah Futures is also designed to support students beyond secondary education and extended resources to adults seeking adult education, high education, and career opportunities.

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)

School Counseling Licensing

Professional school counselors serve a crucial role in increasing student success. Through leadership, advocacy, collaboration, and systemic change, school counselors promote a whole child approach to academic, career, social, and emotional development for each student. School counselors must have a minimum of a master’s degree in school counseling and meet the following guidelines as defined below.

School Counseling Licensing Requirements

Licensing requirements will be determined by where applicants attend their master’s program (in-state verses out-of-state). The following information outlines the requirements for those who attend an in-state program verses and out-of-state program. There is not an Alternate Route to Licensure (ARL) for School Counseling.

In-State Licensing Requirements

Applicants for Utah School Counseling Licensure, who have attended an institution in-state, and who are not licensed in school counseling must meet the following requirements:

  • Earn a minimum of a master's degree in school counseling from either Utah State University or the University of Utah (these are the only accredited institutions in Utah who offer a master’s level school counseling program);
  • Pass the PRAXIS 5421 Test with a score of 164 or higher; and
  • Receive a recommendation for licensure from the university in which the program was completed.
Out-of-State Licensing Requirements

Applicants for Utah School Counseling Licensure, who have attended an institution out-of-state (including an online program), and who are not licensed in school counseling must meet the following requirements:

Active/Inactive Educator Renewal for a Utah Educator License

School counselors looking to renew an inactive/active license will need to follow procedures outlined by the Utah State Board of Education Renew/Upgrade a Utah Educator License.

For further information regarding Utah Educator Licensing, refer to the Utah State Board of Education Educator Licensing website.

Frequently Asked Questions

1. Do I need to have a master’s degree in school counseling to become a practicing school counselor in Utah?

Yes, there is not an alternate route to becoming a school counselor in Utah. Applicants must have a minimum of a master’s degree or higher in school counseling as well as meet the requirements outlined above. Related master’s degrees (i.e., Licensed Professional Counselor (LPC), Licensed Clinical Social Worker (LCSW), etc.) do not fulfill the requirements needed to be licensed as a school counselor in Utah.

2. Can a Utah State Board of Education School Counseling Program Specialist verify that an out-of-state (online) program meets accreditation criteria?

No, it is the responsibility of the applicant to verify that the school counseling master’s program is accredited by the Council for Accreditation of Counseling and Related Education Program (CCREP) approved or meets the Board approved Standards for Utah School Counselor Education Programs.

3. Is an undergraduate degree in education (i.e., teaching) required in order to apply for a school counseling master’s degree program?

Applicants should work with the graduate department of the program of interest directly to determine admission requirements. In most circumstances, an undergraduate degree in education is not required.

4. Is an Educator’s License in Utah required to obtain a license in school counseling?

All educators in Utah practice under an Educator’s License. To receive an Educator’s License for school counseling, applicants must meet the requirements stated above.

5. How can I earn Professional Learning Points to renew an inactive/active school counseling license that are relative to my profession?

There are many ways to earn Professional Learning Points when renewing an inactive/active school counseling license. Some examples of professional learning opportunities, offered by the Utah State Board of Education, that support the role of the school counselor are:

For questions regarding Professional School Counseling Licensing, contact Jerri Sagers at (801) 538-7643 or via e-mail at jerri.sagers@schools.utah.gov.

College and Career Readiness (CCR) Certificate Program

In the 2015 General Session, House Bill 198 created the Strengthening College and Career Readiness Program. The goal of this program is to improve students’ college and career readiness through enhancing the skill level of school counselors who provide college and career counseling. Under this legislation, the State Board, in collaboration with educational entities and business/industry partners, developed a certificate for school counselors that certifies that a school counselor is highly skilled at providing college and career counseling.

This certificate program is governed by the Utah Office of Administrative Rules R277-921: Strengthening College and Career Readiness Program and is comprised of three components.

  • Component One: Building a College-Going Culture for All Students
    Through online coursework via Canvas, this component focuses on helping 100% of students in Utah be prepared to succeed in all post-secondary options. Participants who successfully complete this course will earn 3-credits through Southern Utah University (SUU).
  • Component Two: School Counseling Program Updates and Essentials Training
    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. Training dates are released each August and are available on the Calendars tab of the School Counseling Programs website.
  • Component Three: Strengthening Career Readiness for School Counselors
    Through online coursework via Canvas, this component focuses on helping students become career ready to meet the demands of Utah's economy. Participants who successfully complete this course will earn 3-credits through Southern Utah University (SUU).
Registration Information

Registration information is sent out through the School Counseling Programs Utah Education Network (UEN) Comprehensive Counseling and Guidance Program Information ListServ. Join today!

Enrolling through Southern Utah University Credit for Component One and Component Three

School counselors must apply to SUU and enroll in a course prior to the first day of class. Instructions on this process, including the CRN needed for enrollment, will be sent through the School Counseling Programs Utah Education Network (UEN) Comprehensive Counseling and Guidance Program Information ListServe one month prior to the start of the course. After applying to SUU, there is a two day waiting period before enrollment in the course can occur. The cost of each course is $63. This fee must be paid within the first week of the course or participants will be automatically dropped. After successfully enrolling in a course, an invitation to join the Canvas course will be sent via e-mail.

Application for Adding Certificate to School Counseling Educator License

After successful completion of all three components, school counselors must complete the application for adding the certificate to their license. In addition, school counselors will need to provide transcripts from Massively Integrated Data Analytics System (MIDAS) and Southern Utah University, Utah State University or the University of Utah based on where he/she completed the Component One and Component Three coursework.

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

For questions regarding College and Career Readiness Certificate, contact Kim Herrera at (801) 538-7647 or via e-mail at kim.herrera@schools.utah.gov.

Law and Policy

Utah Office of Administrative Rules

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

R277-462: School Counseling Program
Outlines program implementation requirements for secondary schools (grades 7-12) to be eligible for Career and Technical Education (CTE) Add-On Funding for school counseling programs.

R277-462-5: Plan for College and Career Readines
Provides Local Education Agencies (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 needed 

R277-530-7: Educational School Counselor Standards
Outlines traits, skills, and work functions that school counselors must demonstrate, in addition to the Effective Teaching Standards described in Section R277-530-5: Effective Teaching Standards and the Educational Leadership Standards described in Section R277-530-6: Educational Leadership Standards.

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

Utah State Board of Education

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

Utah State Legislature

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.

Title 53E-9-203: Activities Prohibited Without Prior Written Consent, Validity of Consent, Qualifications, Training on Implementation
Except as outlined in 53E-9-203 (7), policies adopted by a school district or charter school under Title 53E-9-202: Application of State and Federal Law to the Administration and Operation of Public School. Local School Board and Charter School Governing Board Policies shall include prohibitions on the administration to a student of any psychological or psychiatric examination, test, or treatment, or any survey, analysis, or evaluation without the prior written consent of the student’s parent or legal guardian, in which the purpose or evident of intended effect is to cause the student to reveal information, whether the information is personally identifiable or not, concerning the student’s or any family members:

  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 individuals with whom the student or family member has close family relationships;
  6. religious affiliations or beliefs;
  7. legally recognized privileged relationships (lawyers, medical personnel, or ministers); and
  8. income, except as required by law.

In 2014, the Utah State Legislature passed House Bill 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 thoughts of harming others for the purposes of:

  1. referring the student to appropriate prevention services; and
  2. informing the student’s parent or legal guardian.

Title 53G-9-604: Parental Notification of Certain Incidents and Threats Required
Outlines requirements for notifying parents if a student threatens to commit suicide or involved in an incident of bullying, cyber-bullying, hazing, abusive conduct, or retaliation.

Resources

College and Career Readiness Certificate Program

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.

School Counseling Licensing
Registration Information

Safe and Healthy Schools

The Utah State Board of Education, in coordination with all stakeholders, has made Safe and Healthy Schools a board priority. The Utah framework for school safety includes 8 Conditions that schools may follow to create comprehensive safe and healthy school policies, plans, protocols and partnerships.

Utah State Board of Education Safe and Healthy Schools

School Counseling Program Listservs

School counseling program listservs is one method School Counseling Program Specialist use for communicating with school counselors across the state of Utah. It is recommended that elementary school counselors sign up for all three Utah Education Network (UEN) listservs. It is recommended that secondary school counselors sign up to receive both the Comprehensive Counseling and Guidance Program Information and the Resources for School Counselors. To subscribe, follow the links provided below:

School Counseling Program Webinar Trainings

Career and Technical Education (CTE) Scholarships | College and Career Awareness (CCA) Updates for School Counselors | Electronic Evidence Box Training
YouTube

Trauma-Informed Professional Learning Modules

The Trauma-Informed Professional Learning Modules are intended to:

  • inform all school personnel (certified and classified) about the prevalence and impact of trauma and toxic stress in the lives of Utah students; and
  • build capacity for individuals and schools who support students Pre-K through Grade 12.

At the completion of this training, participants will understand the impact of trauma and toxic stress as well as the short and long-term effects on student learning.

Trauma-Informed Professional Learning Modules
Registration Information

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