(a) Foundation. Foundation includes, but is not limited to, the following:

1. (1) Belief statements;
2. (2) Vision statement;
3. (3) Mission statement; and

4. (4)

   1. (A) Program goal or goals.
   2. (B) Program goals include goals that are developed annually based on multi-level school data and that are aligned with the vision and mission statements that are shared with stakeholders to ensure equitable access to opportunities for all students.

(b) Management. Management utilizes assessments, tools, and other data to develop and implement a comprehensive school counseling program, including but not limited to identification of student needs through a multi-level school data review that includes, without limitation:

1. (1) Data analysis;
2. (2) Use-of-time data review;

3. (3) Communication and contact with:

   1. (A) Administrators;
   2. (B) Parents;
   3. (C) Students; and
   4. (D) Stakeholders;
4. (4) Advisory council meetings;
5. (5) Administrative conferences; and
6. (6) Developing school counseling annual calendar.

(c) Delivery.

1. (1) Delivery focuses on direct and indirect services through the implementation of a comprehensive school counseling program.

2. (2) Direct services include:

   1. (A) Social and emotional learning programs designed to support students, including multi-tiered services, without limitation, that:

(i) Provide orientation programs for new students and transferring students at each level of education;

1. (ii) Improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment;

   1. (iii) Promote:

(b) (b) Personal management;

1. (c) (c) Positive communication;

   1. (d) (d) Relationship skills;

(f) (f) Responsible decision-making;

1. (iv) Aid students in the development of conflict-resolution skills;

   1. (v) Provide interventions for students who are exhibiting dangerous behaviors such as:

(b) (b) Self-harm; or

1. (c) (c) Gang activity;

   1. (vi) Provide bullying prevention skills to support students, including, without limitation:

(b) (b) Strategies that support a student who is being bullied;

1. (c) (c) Strategies that help a bystander speak out against bullying; and

   1. (d) (d) Training programs for school employees regarding how to recognize bullying behaviors; and

      1. (vii) Provide age-appropriate suicide awareness and prevention, including, without limitation:

(b) (b) Strategies and protocols that help a student who is at risk for suicide; and

1. (c) (c) Protocols for responding to a suicide death;

   1. (B) Providing academic advisement services, including, without limitation:

      1. (i) Guidance in understanding the relationship between classroom performance and success in school and beyond;
      2. (ii) Developing an individual planning system to guide a student to access and monitor the student’s own educational, career, social, and emotional progress;
      3. (iii) Guiding a student along the pathways to graduation;
      4. (iv) Promoting accelerated learning opportunities;
      5. (v) Addressing academic deficits and the accessibility of resources;
      6. (vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student’s plan of study;
      7. (vii) Providing support to encourage students to reach their full potential so they are more likely to:

(b) (b) Take advantage of postsecondary opportunities; and

1. (viii) Intervening with students who are at risk of dropping out of school; and

   1. (C) Providing a career planning process that includes, without limitation:

      1. (i) Assisting students in college and career planning by using age-appropriate resources to help identify career interests and aptitudes;
      2. (ii) Guiding a student in goal-setting experiences and course selection aligned with the student’s postsecondary goals;
      3. (iii) Providing guidance to students in understanding the advantages of completing career certifications and internships; and
      4. (iv) Following up with high school graduates.

2. (3) Indirect services include, but are not limited to:

   1. (A) Interpreting augmented, criterion-referenced, or norm-referenced assessments;
   2. (B) Delivering information, such as workshops on preparing for college, financial aid, and career opportunities, to a parent or legal guardian;
   3. (C) Encouraging a parent or legal guardian to support his or her student’s learning and career planning processes; and

   4. (D) Serving as a contributing member of decision-making teams, which include, without limitation:

      1. (i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112;
      2. (ii) Response-to-intervention and multi-tiered services teams;
      3. (iii) English language learner programs;
      4. (iv) Parental involvement or family engagement programs;
      5. (v) Positive behavioral intervention and support programs; and
      6. (vi) Advanced Placement and gifted and talented programs.
      7. (d) Accountability.
3. (1) Accountability ensures regular analysis of the comprehensive school counseling plan.

4. (2) As needed, the school counselor, in collaboration with the building administrator and other stakeholders, will review the program annually and update as needed using the following tools:

   1. (A) Program assessment; and
   2. (B) Program goal results data.
5. (3) The comprehensive school counseling program shall follow the comprehensive school counseling program guidance provided by the Division of Elementary and Secondary Education.