(a)Sufficient time at each public school shall be allotted for the school counselor to carry out the duties stated in the comprehensive school counseling plan required under § 6-18-2003 .
(b)(1) A school counselor shall spend at least ninety percent (90%) of his or her working time during student contact days providing direct services and indirect services to students.
(2)Direct and indirect services may be provided in collaboration with other school personnel and include without limitation:
(A)Intervening with students who are at risk of dropping out of school to determine if there is a way to keep at-risk students in school;
(B)Following up with high school graduates;
(C)Providing orientation programs for new students and transferring students at each level of education;
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(a) Sufficient time at each public school shall be allotted for the school counselor to carry out the duties stated in the comprehensive school counseling plan required under § 6-18-2003 . (b) (1) A school counselor shall spend at least ninety percent (90%) of his or her working time during student contact days providing direct services and indirect services to students. (2) Direct and indirect services may be provided in collaboration with other school personnel and include without limitation: (A) Intervening with students who are at risk of dropping out of school to determine if there is a way to keep at-risk students in school; (B) Following up with high school graduates; (C) Providing orientation programs for new students and transferring students at each level of education; (D) Providing academic advisement services, including without limitation: (i) Developing an individual planning system to guide a student to access and monitor the student's own educational, career, and social and emotional progress; (ii) Guiding a student along the pathways to graduation; (iii) Guiding a student in goal-setting experiences and course selection aligned with the student's postsecondary goals; (iv) Addressing accelerated learning opportunities; (v) Addressing academic deficits and the accessibility of resources; (vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student's plan of study; and (vii) Providing support for students who show potential so they are more likely to engage in rigorous coursework and take advantage of postsecondary opportunities; (E) Providing a career planning process that includes without limitation: (i) Guidance in understanding the relationship between classroom performance and success in school and beyond; (ii) The provision of resources to identify career interests and aptitudes to assist a student in age-appropriate college and career planning; (iii) Guidance in understanding the advantages of completing career certifications and internships; (iv) Interpretation of augmented, criterion-referenced, or norm-referenced assessments for students and parents; (v) The provision of information to a parent or legal guardian, such as through workshops on preparing for college, financial aid, and career opportunities; and (vi) Encouragement to a parent or legal guardian to support partnerships in his or her student's learning and career planning processes; (F) Providing social and emotional skills designed to support students, including without limitation programs: (i) To promote cultural and social awareness, positive communication and relationship skills, collaboration with others, and responsible decision-making; (ii) To improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment; (iii) To develop conflict-resolution skills; (iv) To prevent bullying that include without limitation: (a) Training programs for school employees regarding how to recognize bullying behaviors; (b) Protocols for responding to bullying that is occurring in the school; (c) Strategies that support a student who is being bullied; and (d) Strategies that help a bystander speak out against bullying; and (v) To address age-appropriate suicide awareness and prevention through: (a) Strategies that help identify a student who is at risk for suicide; (b) Strategies and protocols that help a student who is at risk for suicide; and (c) Protocols for responding to a suicide death; and (G) Serving as a contributing member of decision-making teams, which include without limitation: (i) Teams that are convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; and (vi) Advanced placement and gifted and talented programs. (c) (1) Administrative activities performed by a school counselor shall not exceed more than ten percent (10%) of the school counselor's time spent working during student contact days. (2) Administrative activities provided by a school counselor in collaboration with other school personnel include without limitation: (A) Coordinating state assessments, cognitive achievement assessments, advanced placement programs, and English language proficiency testing programs; (B) Developing master schedules; (C) Coordinating of: (i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; (vi) Data entry; and (vii) Advanced placement and gifted and talented programs; and (D) Monitoring students in common areas such as the cafeteria, hallway, playground, and bus lines. (d) By September 1, 2024, and every four (4) years following, a school counselor shall receive youth mental health training, as prescribed by the State Board of Education, to learn the risk factors and warning signs of mental health issues in adolescents, the importance of early intervention, and how to help an adolescent who is in crisis or expecting a mental health challenge.