counseling program that promotes student achievement and wellness;

school counselor’s work and role;

professionals who act sensitively to promote social justice and equity in a pluralistic society;

serves all students and addresses the knowledge and skills appropriate to their developmental level through a collaborative model of delivery involving the school counselor, classroom teachers, and other appropriate education professionals, and including prevention and pre-referral activities;

offices or outside agencies;

activities and counseling;

which includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school as described in paragraph (55);

post-secondary education plan, which must include a discussion on all post-secondary education options, including 4-year colleges or universities, community colleges, and vocational schools, and includes planning for post-secondary education, as appropriate, and engaging in related and relevant career and technical education coursework in high school as described in paragraph (55);

needs of first generation students;

financial aid, and preparation of the Federal Application for Federal Student Aid;

education and local community colleges so that students understand post-secondary education options and are ready to transition successfully;

to the development of a specific crisis plan within the school setting in collaboration with multiple stakeholders;

anxiety, depression, cutting, and suicide issues and intervening with students who present with these issues;

students who are in crisis;

not have access to mental health services;

all students;

students develop positive relationships;

with all students to promote wellness;

the school, as well as students who are legally in the United States, but whose parents are undocumented;

behavioral assessment, as well as assisting in the development of non-aversive behavioral intervention strategies;

education services by implementing the academic supports and social-emotional and college or career development counseling services or interventions per a student’s individualized education program (IEP); (ii) participating in or contributing to a student’s IEP and completing a social-developmental history; or (iii) providing services to a student with a disability under the student’s IEP or federal Section 504 plan, as recommended by the student’s IEP team or Section 504 plan team and in compliance with federal and State laws and rules governing the provision of educational and related services and school-based accommodations to students with disabilities and the qualifications of school personnel to provide such services and accommodations;

educational plan with each student;

opportunities on the Internet;

selection of courses that will lead to post-secondary education opportunities toward a successful career;

guiding students in appropriate directions;

teachers, in compliance with federal and State laws;

education and counseling as appropriate in relation to the student’s educational assessment;

other school personnel regarding behavior management and intervention plans and inclusion in support of students;

businesses, and community organizations to support student achievement and social-emotional learning standards for all students;

prevention programs, including, but not limited to, mediation and violence prevention, implementing social and emotional education programs and services, and establishing and implementing bullying prevention and intervention programs;

instruments for measuring school counseling prevention and intervention effectiveness and collecting, analyzing, and interpreting data;

to advocate for student programs and resources, as well as establishing a school counseling advisory council that includes representatives of key stakeholders selected to review and advise on the implementation of the school counseling program;

and community resources and building relationships with important stakeholders, such as families, administrators, teachers, and board members;

in a confidential manner consistent with Section 5 of the Illinois School Student Records Act, the Family Educational Rights and Privacy Act, and the Health Insurance Portability and Accountability Act;

administration, including a formal discussion of the alignment of school and school counseling program missions and goals and detailing specific school counselor responsibilities;

sensitive measures of success for student competencies in each of the 3 domains of academic, social and emotional, and college and career learning based on planned and periodic assessment of the comprehensive developmental school counseling program;

Intervention (RtI) and other school initiatives;

recommendations or interventions regarding the placement of children in educational programs or special education classes;

program assessments, including curriculum, small-group, and closing-the-gap results reports, and designing strategies to continue to improve program effectiveness;

competency assessments;

Ethical Standards for School Counselors to demonstrate high standards of integrity, leadership, and professionalism;

using common core language;

counselor by infusing the multicultural competencies within the role of the school counselor, including the practice of culturally sensitive attitudes and beliefs, knowledge, and skills;

presented in the State Board of Education standards, across the curriculum and in the counselor’s role in ways that empower and enable students to achieve academic success across all grade levels;

school counselor has appropriate training or expertise, as well as only providing counseling or consulting services within his or her employment to any student in the district or districts which employ such school counselor, in accordance with professional ethics;

knowledge and skills in order to supervise school counseling interns enrolled in graduate school counselor preparation programs that meet the standards established by the State Board of Education;

professional associations;

an in-service training program for school counselors conducted by persons with expertise in domestic and sexual violence and the needs of expectant and parenting youth, which shall include training concerning (i) communicating with and listening to youth victims of domestic or sexual violence and expectant and parenting youth, (ii) connecting youth victims of domestic or sexual violence and expectant and parenting youth to appropriate in-school services and other agencies, programs, and services as needed, and (iii) implementing the school district’s policies, procedures, and protocols with regard to such youth, including confidentiality; at a minimum, school personnel must be trained to understand, provide information and referrals, and address issues pertaining to youth who are parents, expectant parents, or victims of domestic or sexual violence;

in-service training program for school counselors conducted by persons with expertise in anaphylactic reactions and management;

an in-service training on educator ethics, teacher-student conduct, and school employee-student conduct for all personnel;

in-service training programs, in training to identify the warning signs of mental illness and suicidal behavior in adolescents and teenagers and learning appropriate intervention and referral techniques;

matters relating to acquired immunodeficiency syndrome (AIDS), including the nature of the disease, its causes and effects, the means of detecting it and preventing its transmission, and the availability of appropriate sources of counseling and referral and any other information that may be appropriate considering the age and grade level of the pupils; the school board shall supervise such training and the State Board of Education and the Department of Public Health shall jointly develop standards for such training;

of Education for bullying education and social-emotional literacy; and

assisting each student to determine an appropriate postsecondary plan based upon the student’s skills, strengths, and goals and assisting the student to implement the best practices that improve career or workforce readiness after high school.