California's AB 1802 Supplemental School Counseling Program

This page will be updated regularly to provide information for those looking to hire school counselors, evaluate school counselors and those who are aligning the AB 1802 legislation with the ASCA National Model: A Framework for School Counseling Programs (2003, 2005).

 

NOVEMBER 2009 UPDATE

As you have all heard by now, AB 1802 funds are NO LONGER GUARANTEED. The funds are now in "tier three" meaning that they are fully flexible. As such, school districts are allowed to use these funds in ANY WAY THEY SEE FIT. This is all the more reason school counselors need to ensure that their programs are making a difference. Is it true that some districts are still requiring school counselors to perform AB 1802 functions? Yes. Do school counselors need to provide these services? Yes, if it is a district directive. Are districts required to implement AB 1802? No, they are not. Are they required to ask counselors to collect AB 1802 data? No, they are not. The requirements have been eliminated for the next few years. However, this does not mean that professional school counselors should abdicate their responsibility to collect important data to see if their programs are making a difference. Now is the time for school counselors to continue to demonstrate and advocate for utilizing their resources to provide the important services students need - regardless of the funding or requirements. It is our professional responsibility to ensure service to students and to share results with our stakeholders. Click HERE and HERE or more information on the impact of the budget on AB 1802.

 

MARCH 2009 UPDATE

A MESSAGE TO ALL CALIFORNIA SCHOOL COUNSELORS

Dear School Counselors and Passionate Advocates,

Over the past few weeks I have had dozens of e-mails and calls requesting information on AB 1802 and the impact of the state budget. The bottom line is this: Supplemental School Counseling Program, along 40 other categorical programs, will see a funding reduction of approximately 15% from 2008-09 levels, but with maximum flexibility to move funding for any educational purpose.  And, these changes are in effect for this fiscal year and until 2012-13. For more Q & A on the details, see below.

WHAT DOES ALL THIS MEAN FOR SCHOOL COUNSELORS?

It means that school counselors CAN WAIT NO LONGER TO SHOW THE RESULTS OF THEIR PROGRAMS! Now more than ever, school counselors MUST show the impact they have made over the last few years with increased resources.  For years, leaders in school counseling have urged school counselors to share the results of their programs and services. There is NO BETTER TIME THAN NOW to ensure YOUR SCHOOL BOARD is aware of the impact your program is having on students.

Over the next few months, your district will make decisions regarding how school funding will be spent. If you are a school counselor in a district that does not either understand or appreciate the role of a school counselor, you should have every reason to be concerned. If, however, you are a school counselor in a district that reveres school counseling, where school counselors have proven that their value is worth their resource, then you should feel less concerned.

With the severity of the cuts to education this year, certainly some districts will be forced to make cuts to even the most valuable programs. If that is the case, then school counselors should not be surprised to take their “fair share” of cuts. But if school counselor’s notice that their programs are being severely impacted then it is important to ensure that the school board recognizes that (using data) that the value is worth your resource.  

If school counselors in your program have already received a pink slip – DO NOT DESPAIR! There is STILL TIME to help your school board make an informed decision!  There is time to let them know that your program is WORKING for students.  Remember, issuing “pink slips” is a way for the district to protect itself and ensure they have a plan if the worst occurs. Layoffs will not come for a few months, as final decisions about the budget occur in May or June. Typically, districts will pink slip more employees than they anticipate laying off in the hopes that it won’t be necessary. Most districts are fiscally conservative and will play it safe. There is still plenty of time to ensure that decision makers are aware of the important contributions you program makes.

"I WANT TO SPEAK TO THE SCHOOL BOARD AND GIVE THEM A PIECE OF MY MIND!"

I realize that many of you are angry, hurt, scared and disheartened that once again school counselors are going to receive layoff notices. I would recommend, however, that these emotions NOT be shared with the School Board. Telling the school board they have made a mistake and that the pink slips are “unfair” is not going to help the cause.  It has been my experience that pointing out that ratios are high or that cuts should be made elsewhere in the district office or in other programs (like library, etc.) will not help to improve the situation from school counselors.  But sharing RESULTS CAN!

RESULTS SUCCESS STORIES

When decisions are made during difficult budget times, the programs that can show their value is worth their resource will survive, while those that do not, will not. The reason for this is that cutting programs from the budget is a cognitive-based business decision, not an emotional one. The message from school counselors to school boards should be based on facts, not feelings. Below are a few examples of what professional school counselors do to improve their social capital in their school district.

LODI UNIFIED SCHOOL DISTRICT

Two weeks ago, I was providing training for school counselors in Lodi. Just like many school counselors in the state, many school counselors had been notified they would be receiving pink slips. I suggested that they consider sharing their results and educating the board about impact of their counseling program, and they did. The counselors spent the day preparing a slide presentation that included results of pre-post tests (attitudes, skills and knowledge), achievement related and achievement data. Specifically, the presentation covered changes in data SINCE the addition of new school counselors.

The Lodi school counselors recognized that whether or not they were being cut, school board members deserved to have the knowledge of the impact of school counselors’ work on students in their district – and then, if they decided to cut, at least it would be making an informed decision.

These school counselors, with the support of their fabulous leader Barbara Johnson presented a professional presentation of their IMPACT (View HERE) .  Afterwards, they received rave feedback from district and board members alike. The next day school counselors reported with GREAT PRIDE how sharing their results had impacted them both personally and professionally.

YUBA CITY UNIFIED SCHOOL DISTRICT

Last week I had a similar experience at training for school counselors in Yuba City. On my prior visit, they had each been charged with implementing curriculum and collecting pre-post data. These counselors had heard that there were going to be pink slips, but they had no idea how many were coming. I told them the story from the previous week in Lodi, and they immediately agreed that they, too, wanted to create a PowerPoint of their results since adding new school counselors. That morning, for 4 hours, school counselors reviewed the results or pre-post tests, created charts and graphs, researched data on Dataquest (www.cde.ca.gov) and prepared a very short presentation (View HERE) of their results since adding new school counselors. That afternoon (as had been previously scheduled) school administrators attended the training to learn about the new ways school counselors were using data to drive decision making, and to collect and share results of their program. 

The next morning, Elizabeth Engelken, Yuba City's passionate administrator advocate shared that the budget advisory group had met to finalize the decision on the number of cutting positions. Conversation ensued about the impact of the school counselors and while the board was first looking at cutting 6 full positions, it has now revised their recommendation to 2 positions.

GROSSMONT UNION HIGH SCHOOL DISTRICT

The school counselors at Grossmont Unified have received multiple professional development opportunities over the past two years in an effort to align their program with the ASCA National Model. School counselors have been collecting and sharing results this year at both the site and district level. Last week, the district administrator over school counselors brought several other administrators to the training where they heard the story of LODI and YUBA CITY. They were inspired. They collectively agreed to prepare their own district-wide presentations to the school board sharing results of action research projects in curriculum and interventions.  Today this e-mail arrived. In it the Superintendent announces that "THE BOARD HAS DIRECTED US TO OFFSET ANY REDUCTION TO CURRENT COUNSELORS BECAUSE OF THE SIGNIFICANT IMPACT" of school counselors. It is a powerful and inspiring testament to the power of results!  And while she thanks those of us that have trained the school counselors in Grossmont, the real hero in Grossmont is the Central office administrator, Andrea "Rad" Radmilovich, who is an undying advocate for school counselors.

FONTANA UNIFIED

Two years ago Fontana school counselors began comprehensive training on the ASCA Model, AB 1802 and the use of data to effect change. Each middle and high school implemented guidance curriculum and intentional guidance activities, and developed PowerPoint presentations using the FLASHLIGHT Approach.  At the end of the year, administrators were invited to attend a “Celebration of the Results” presentation on the various results of the school counseling guidance and intentional guidance activities. Here is an example of a Flashlight PowerPoint presentation. The school counselors in Fontana also created SPARCs. As a result of these efforts, Fontana administration states that the SCHOOL COUNSELING PROGRAM IS NOT BEING LOOKED AT FOR CUTS THIS YEAR!

BREA OLINDA UNIFIED

Brea Olinda High School is one of the first schools in California to receiving a Recognized ASCA Model Programs Award (RAMP). The RAMP requires school counselors to collect and analyze the results of their programs and activities and to share them with stakeholders. They have also won several SPARC awards. In Brea Olinda, NO SCHOOL COUNSELORS ARE RECEIVING A PINK SLIP.

WHAT ABOUT YOUR SCHOOL COUNSELING PROGRAM?

Is YOUR program making a Difference? CAN you PROVE it? Now is the time – you can wait no longer. Collect YOUR data. Share YOUR results. Whatever the outcome, it is the professional thing to do.

For more information on school counselor training and resources, please visit www.hatchingresults.com and please check out www.cescal.org for examples of pre-post tests and other documents to support your ASCA Model school counseling program.

Sincerely,

Trish Hatch, Ph.D.

By the way... ..... Do YOU have a success story to share? Or questions you'd like to ask?

Send them to us at trish@hatchingresults.com and we'll share it with others!

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HERE'S ANOTHER! KEEP SENDING MORE!

From Centinela Valley Union High School District School Counselors

and more FEDERAL MONEY for School Counselors! Read Here!

 

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More Q & A on AB 1802 ~ March 9, 2009

 

WHY ARE SOME CATEGORICAL FUNDS PROTECTED?

Categorical programs are now divided into three tiers. Some programs will be protected, others will have flexibility. In Tier I, there will be NO funding reduction, NO program flexibility, and NO statutory requirements waived (w/ exception of CSR penalty provisions). In Tier II, there will be a REDUCTION of funding of approximately 15% from 2008-09 previously enacted levels, but NO flexibility. Programs are to be operated according to the current requirements. In Tier III, there will be a funding REDUCTION of approximately 15% from 2008-09 levels, but with maximum flexibility to move funding for any educational purpose.  For more detail, please read the PowerPoint created by Total School Solutions and provided by ACSA (LINK ACSA POWERPOINT).

The Supplemental School Counseling Program along 40 other programs are part of Tier III. This means that there will be a reduction in total funds for all these programs of 15%, and any of these funds can be used for ANY educational purpose.  These changes are in effect for this fiscal year and until 2012-13. Jack O’Connell’s (State Superintendent of Public Instruction’s) letter to Superintendent’s (LINK HERE) dated February 25, 2009 reiterates that the funding from Tier IIII can be used for “any educational purpose”.  So, AB 1802 funds exist, but they are not limited to school counseling. They (along with all other programs in Tier III) are available for the district to reassign to ANY purpose they want.

WILL THE DISTRICT STILL HAVE TO MAINTAIN THE STATUATORY REQUIREMENTS OF AB 1802?

No language exists that protects the maintenance of the requirements.  According to David Kopperud, consultant to school counseling at the California Department of Education, programs in Tier III will NOT maintain the requirements.  Again, changes for all these programs are in effect for this fiscal year and until 2012-13.

WHAT ABOUT 10th GRADE COUNSELING (SB813) MONEY? IS IT STILL THERE?

The Ed Code for SB 813 (10th grade counseling money) sun-setted in 2006 when the five block grants were released. The funds were still allotted to districts but were rolled into the Pupil Retention Block Grant. The Ed Code was deleted in 2006 when the five block grants were created consolidating most categorical programs. These funds still come to districts and can still be used for counseling, however there is no law or mandate that requires they be used for school counseling. Block grant funds are still provided to districts and are part of Tier III.

DOES THIS MEAN WE NO LONGER HAVE TO DO AB 1802? Or 10th GRADE COUNSELING?

I certainly hope not. As a former school counselor and administrator, I would expect that the work of a school counselor with or without these Ed Codes would include the classroom guidance lessons, individual planning meetings and other activities that these programs required. Every student deserves to know the graduation requirements, college going requirements, availability of financial aid and all the other requirements of the AB 1802 legislation. Additionally, every at-risk student and their parent deserve to be informed of the requirements and interventions in place to assist students to pass the CAHSEE and to graduate high school. This is the foundational work of the school counselor. Most high school counselors have performed these activities for years. These funds and lower ratios allowed many school counselors to improve these services, but I would certainly hope that the services would NOT be fund dependent.

Have a question YOU want to ask? Submit it to us at: office@hatchingresults.com

 

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AB 1802 INFO ~ January, 2008

As of January 1, 2008, Section 52378 of the CA Education Code is amended! New requirements to meet in AB 1802 meetings! There is new information on AB 347 & SB 405.

• A copy of Education Code 52378
• A PowerPoint describing AB 347 and SB 405
• A two page Implementation Guide that includes new AB 347 & SB 405 requirements in school counselor terms
• Samples of NEW AB 1802 Individual Planning Forms you may want to use at your school site (for grades 7.10,12) created by a school counselor at Kaiser High School in Fontana in collaboration with Paul Meyers that include new requirements.

AB 1802 was signed into legislation providing $200 million dollars in funding for new School Counselors in California. This historic event provides much opportunity and the responsibility, to us all, to ensure students receive the educational and intervention services they require and deserve.

Governor Schwarzenegger Op-Ed in San Diego Union Tribune

Trish Hatch Op-Ed in San Diego Union Tribune

The following is a copy of the legislation rewritten in school counselor terms and aligned with the ASCA National Model(R).

1802 in School Counselors Terms

This next document aligns the ASCA National Model with AB 1802 legislation.

1802 and ASCA National Model

School counselors who are implementing the ASCA National Model® design Guidance Curriculum Action Plans (for all students). These action plans explain what curriculum all students will receive and how counselors will measure the results of their lesson. AB 1802 legislation calls for school counselors to provide every student the knowledge needed many areas. This information can be provided individually, however, much of the information could also be delivered to students in a classroom guidance lesson and then reviewed at a later date individually. Below is a sample of an Action Plan describing what school counselor would do, and what results they might collect.

1802 7&8th Guidance Curriculum Action Plan

1802 9-12th Guidance Curriculum Action Plan

School counselors implementing the ASCA National Model® design Intentional Guidance Action Plans (because some kids need 'more'). These action plans explain exactly which students will receive what intervention. These Intentional Guidance Action Plans align with the AB 1802 legislation and describe the targeted group of students, the activity and the data school counselors can measure in students as a result of the intervention.

1802 7th CAHSEE Intentional Guidance Action Plan

1802 10th CAHSEE Intentional Guidance Action Plan

1802 12th CAHSEE Intentional Guidance Action Plan

School counselors looking to measure the impact of their lesson or activity often create pre and post tests to measure the Attitudes, Skills and Knowledge gained as a result of the intervention or activity. This document provides some examples of questions that might be asked of students following an activity related to AB 1802.

1802 Sample CAHSEE Pre-post

Find more pre-posts and AB 1802 student and parent surveys at www.cescal.org under pre-post tests!

Administrators seeking tools for evaluation may want to review this one created by Carmel Unified School: School Counselor Evaluation. Find more at www.cescal.org under administrator!

Administrators are seeking to hire professional school counselors to assist with the implementation of AB 1802 may find this article helpful. Hiring Today's School Counselor

For more information or to JOIN our mailing list to be notified of future training opportunities, please e-mail: office@hatchingresults.com.

Thank you!