OAR 581-022-2060
Comprehensive School Counseling

(1)(a) District Comprehensive School Counseling. Each school district shall provide a coordinated comprehensive school counseling program to support the academic, career, social-emotional, and community involvement development of each and every student. The district shall:
(b) Adopt comprehensive school counseling program goals that assist students to:
(A) Understand and utilize the educational opportunities and alternatives available to them;
(B) Meet academic standards;
(C) Establish tentative career and educational goals;
(D) Create and maintain an education plan and education portfolio;
(E) Demonstrate the ability to utilize personal qualities, education and training, in the world of work;
(F) Develop decision-making skills;
(G) Obtain information about self;
(H) Accept increasing responsibility for their own actions, including the development of self-advocacy skills;
(I) Develop skills in interpersonal relations, including the use of affective and receptive communication;
(J) Utilize school and community resources;
(K) Demonstrate and discuss personal contributions to the larger community; and
(L) Know where and how to utilize personal skills in making contributions to the community.
(2) School Comprehensive Counseling. Each school shall provide a comprehensive counseling program that serves students grades K-12, based upon the Oregon Department of Education’s Framework for Comprehensive School Counseling Programs which:
(a) Identifies staff responsibilities to plan, design and deliver a comprehensive school counseling program that meets the unique needs of their students and community;
(b) Aligns with the district’s school improvement plans;
(c) Assigns counseling responsibilities to the appropriate personnel;
(d) Expects all school staff to participate in implementing the comprehensive school counseling program; and
(e) Assists each student to develop, and annually review, an educational plan (a formalized plan and process in which students establish their education, career and life goals, identify learning goals and connect them to activities that will help them achieve their goals) in grades 7-12.
(3) Counseling Staff Assignments. Each school district shall maintain a licensed staff and promote effective counseling and advising practices consistent with the district’s expected comprehensive school counseling program outcomes.
(a) A coordinated comprehensive school counseling program may be designed, delivered, or otherwise implemented by:
(A) A person who is licensed by the Teacher Standards and Practices Commission as a school counselor;
(B) A person who is licensed by the Teacher Standards and Practices Commission as a school social worker; or
(C) A team consisting of a combination of staff who include one or more professionals licensed by the Teacher Standards and Practices Commission and the members of the team as a whole have professional training or experience in the following areas:
(i) Oregon’s Framework for Comprehensive School Counseling Programs;
(ii) Counseling methodologies;
(iii) Social-emotional learning;
(iv) Mental and behavioral health supports;
(v) Trauma-sensitive practices;
(vi) Culturally responsive and sustaining practices;
(vii) Curriculum, instruction and assessment; and
(viii) Career development.
(b) In determining staffing for the program, the following shall be considered:
(A) Alignment with the American School Counselor Association and School Social Work Association recommended ratio of 1:250 students; and
(B) The number of aides or clerical staff assigned to support the implementation of the comprehensive school counseling program.
(c) Nothing in this section may be construed to allow a person:
(A) Who is licensed by the Teacher Standards and Practices Commission to practice outside of the scope of the person’s license; or
(B) To practice within the scope of a license not held by that person.
(4) The department shall conduct a review of annual comprehensive school counseling program assessments of any district or school as part of the program evaluation and improvement process.

Source: Rule 581-022-2060 — Comprehensive School Counseling, https://secure.­sos.­state.­or.­us/oard/view.­action?ruleNumber=581-022-2060 (accessed May 26, 2025).

581–022–0102
Definitions 581–022–0103
State Standards for the 2019-20 School Year 581–022–0104
State Standards for the 2020-21 School Year 581–022–2000
Diploma Requirements 581–022–2005
Veterans Diploma 581–022–2010
Modified Diploma 581–022–2015
Extended Diploma 581–022–2020
Alternative Certificate 581–022–2025
Credit Options 581–022–2030
District Curriculum 581–022–2045
Prevention Education in Drugs and Alcohol 581–022–2050
Human Sexuality Education 581–022–2055
Career Education 581–022–2060
Comprehensive School Counseling 581–022–2100
Administration of State Assessments 581–022–2110
Exception of Students with Disabilities from State Assessments 581–022–2115
Assessment of Essential Skills 581–022–2120
Essential Skill Assessments for English Language Learners 581–022–2130
Kindergarten Assessment 581–022–2205
Policies on Reporting of Child Abuse 581–022–2210
Anabolic Steroids and Performance Enhancing Substances 581–022–2215
Safety of School Sports – Concussions 581–022–2220
Health Services 581–022–2223
Healthy and Safe Schools Plan 581–022–2225
Emergency Plans and Safety Programs 581–022–2230
Asbestos Management Plans 581–022–2250
District Improvement Plan 581–022–2255
School and District Performance Report Criteria 581–022–2260
Records and Reports 581–022–2263
Physical Education Requirements 581–022–2265
Report on PE Data 581–022–2267
Annual Report on use of Restraint and Seclusion 581–022–2270
Individual Student Assessment, Recordkeeping and Reporting 581–022–2300
Standardization 581–022–2305
District Assurances of Compliance with Public School Standards 581–022–2310
Equal Education Opportunities 581–022–2312
Every Student Belongs 581–022–2315
Special Education for Children with Disabilities 581–022–2320
Required Instructional Time 581–022–2325
Identification of Academically Talented and Intellectually Gifted Students 581–022–2330
Rights of Parents of TAG Students 581–022–2335
Daily Class Size 581–022–2340
Media Programs 581–022–2345
Auxiliary Services 581–022–2350
Independent Adoptions of Instructional Materials 581–022–2355
Instructional Materials Adoption 581–022–2360
Postponement of Purchase of State-Adopted Instructional Materials 581–022–2370
Complaint Procedures 581–022–2400
Personnel 581–022–2405
Personnel Policies 581–022–2410
Teacher and Administrator Evaluation and Support 581–022–2415
Core Teaching Standards 581–022–2420
Educational Leadership — Administrator Standards 581–022–2430
Fingerprinting of Subject Individuals in Positions Not Requiring Licensure as Teachers, Administrators, Personnel Specialists, School Nurses 581–022–2440
Teacher Training Related to Dyslexia 581–022–2445
Universal Screenings for Risk Factors of Dyslexia 581–022–2500
Programs and Services for Talented and Gifted Students 581–022–2505
Alternative Education Programs 581–022–2510
Suicide Prevention Plan

May 26, 2025

Rule 581-022-2060's source at or​.us