Oregon Framework, 2018

 As designated in the OAR, districts shall provide a program based on Oregon’s Framework for Comprehensive School Counseling Programs. Read the following pages as we begin to further define the key elements of a CSCP.

Pages 2-5: This section acquaints the reader with the Framework’s purpose, foundation, beliefs, vision, mission, and program goals. (Note that in Module 2, your team will develop your CSCPs beliefs, vision, mission, and social equity statement.)

Pages 6-8: Research provides evidence that CSCPs produce positive outcomes for students, staff, administrators, parents, business and industry, and communities. Your team will want to use this research in advocating for your comprehensive school counseling program. Note that in the Bonus Materials section, we have indicated how you can access this research, so your team might utilize it in your advocacy initiatives.

A first activity that you and your team can engage with is to discuss your big WHY for committing the time necessary to develop and implement your comprehensive counseling program. You came into your profession to make a difference in students’ lives.  Consider reflecting on why you entered the profession and who was someone that supported you in your journey. You may also want to think about a student at your school or in your district that you want to center as you go through this module to help focus your efforts to make the impact you intend.

Page 7: Notice the statement at the bottom of this page. The word “guidance” has been eliminated in the Framework. This follows ASCA’s lead in updating outdated language and practices.  Also note the course development team (CDT) uses the word “partners” in place of the word “stakeholders” used in the Framework and uses “career and college” rather than “college and career.”

Page 19: See the statement on the four developmental domains and student standards outlined here: 1. Learning to Learn (Academic), 2. Learning to Work (Career), 3. Learning to Live (Social/Emotional), and 4. Learning to Contribute (Community Involvement). Take time to critically read the ASCA position statements on the first three domains to deepen your understanding of how CSCPs impact these domains: 1. Academic Development, 2. Career Development, 3. Social/Emotional Development.

The Community Involvement domain is unique to Oregon. This domain focuses on students learning to contribute to their local and global communities and is aligned with Oregon’s Transformative approach to Social-Emotional Learning. Ricky Almeida and Rebecca Cohen at West Sylvan Middle School in the Portland Public School District have been working to increase their students’ sense of belonging through clubs, teacher advisory groups, and student affinity groups. Their school also has a service learning project requirement at the eighth grade level. You will watch a short video of Ricky and Rebecca in Module 2. These same strategies (clubs, advisory, affinity groups, and service learning) can be applied at the Elementary Level. 

Resources by Developmental Domain is an Oregon Department of Oregon webpage that provides resources for each domain, including the community involvement domain.  This resource page will continue to be updated.

Page 59: The graphic displayed on this page provides teams with an overview of the steps you will engage in as you move through this course.

Pages 62-64: This information provides the steps to develop and implement a comprehensive school counseling program. You will find the steps reviewed in this section parallel those you will take as you move through the four modules of this course.

Pages 67-74: Review the OARs related to school counseling (pages 67-74). OAR 581-022-2055 states that your CSCP is to include career education curriculum at every grade level K-12. OAR 581-022-2030 indicates that comprehensive school counseling is a planned K-12 instructional program with Common Curriculum Goals and academic content standards. CSCPs contribute to student academic achievement and are integral to the work of teachers and administrators.