(a) A Services Credential with a Specialization in Pupil Personnel Services may be issued in the following areas: School Counseling, School Social Work, School Psychology, and School Child Welfare and Attendance on the basis of the completion of all requirements in subsections (b) or (c). Individuals seeking the School Child Welfare and Attendance area must also hold or be issued concurrently an authorization in School Counseling, School Social Work, or School Psychology.

(b) The minimum requirements for the professional clear Pupil Personnel Services Credential for applicants who complete a professional preparation program in California shall include (1) through (4):

• (1) a baccalaureate or higher degree except in professional education from a regionally accredited institution of higher education;
• (2) the completion of a post baccalaureate professional preparation program accredited by the Committee on Accreditation in the requested pupil personnel services area of specialization, including successful completion of a supervised field practice appropriate to the specialization area, in a school setting in direct contact with pupils;
• (3) passage of the California Basic Education Skills Test (CBEST) described in Education Code Section; 44252(b); and
• (4) the recommendation from a regionally accredited institution of higher education that has a program accredited by the Committee on Accreditation in the professional clear credential sought.

(c) The minimum requirements for the professional clear Pupil Personnel Services Credential for applicants who complete a professional preparation program outside California shall include (1) through (3). Applicants may apply directly to the Commission for the professional clear Pupil Personnel Services Credential under this section:

• (1) a baccalaureate or higher degree except in professional education from a regionally accredited institution of higher education;
• (2) passage of the California Basic Education Skills Test (CBEST) described in Education Code Section 44252(b); and
• (3) the completion of a post baccalaureate professional preparation program comparable to a program accredited by the Committee on Accreditation in the requested pupil personnel services area of specialization, including successful completion of a supervised field practice appropriate to the specialization area, in a school setting in direct contact with pupils, but taken outside California. The program must be from a regionally accredited institution of higher education and approved by the appropriate state agency where the course work was completed;
• (A) The professional preparation program of study for the school counseling specialization area must include a minimum of 30 semester units, or the equivalent in quarter units, of post baccalaureate study;
• (B) The professional preparation program of study for the school social work specialization area must include a minimum of 45 semester units, or the equivalent in quarter units, of post baccalaurate study;

(a) A Services Credential with a specialization in Pupil Personnel Services authorizes the holder to perform pupil personnel services in the specialization(s) named, as described below, in grades 12 and below, including preschool, and in programs organized primarily for adults: (1) The Pupil Personnel Services: School Counseling Credential authorizes the holder to develop, plan, implement and evaluate a school counseling and guidance program that includes academic, career, personal and social development; advocate for the higher academic achievement and social development of all students; provide school-wide prevention and intervention strategies and counseling services; provide consultation, training and staff development to teachers and parents regarding students' needs; and supervise a district-approved advisory program as described in Education Code Section 49600. (2) The Pupil Personnel Services: School Social Work Credential authorizes the holder to assess home, school, personal and community factors that may affect a student's learning; identify and provide intervention strategies for children and their, families including counseling, case management, and crisis intervention; consult with teachers, administrators and other school staff regarding social and emotional needs of students; and coordinate family, school and community resources on behalf of students. (3) The Pupil Personnel Services: School Psychology Credential authorizes the holder to provide services that enhance academic performance; design strategies and programs to address problems of adjustment; consult with other educators and parents on issues of social development, behavioral and academic difficulties; conduct psycho-educational assessments for purposes of identifying special needs; provide psychological counseling for individuals, groups and families; and coordinate intervention strategies for management of individual and school-wide crises. (4) The Pupil Personnel Services: Child Welfare and Attendance Credential authorizes the holder to access appropriate services from both public and private providers, including law enforcement and social services; provide staff development to school personnel regarding state and federal laws pertaining to due process and child welfare and attendance laws; address school policies and procedures that inhibit academic success; implement strategies to improve student attendance; participate in school-wide reform efforts; and promote understanding and appreciation of those factors that affect the attendance of culturally-diverse student populations. (b) An individual holding any of the authorizations described in this section may serve as an administrator of a pupil personnel services program per Education Code Section 44270.2. (c) Nothing in this section shall be construed to preclude school districts from utilizing community-based service providers, including volunteers, individuals completing counseling-related internship programs, and state licensed individuals and agencies to assist in providing pupil personnel services, provided that such individuals and agencies are supervised in their school-based activities by an individual holding a pupil personnel services authorization.

(a) In addition to the knowledge requirements contained in Section 80632.1, the following specialized skills and knowledge shall be required of all persons seeking a Pupil Personnel Services Credential with the Advanced Specialization in School Counseling. (1) ACADEMIC ASSESSMENT

(A) Knowledge of:

1. Group testing, state-mandated and other assessment programs and techniques as they apply to academic, career, personal/social counseling.
2. The effect of cultural and ethnic factors upon academic assessment and achievement.
3. The significance of the cultural/ethnic composition of the school and the community upon academic assessment and achievement.

(B) Skills, to include:

1. Selecting appropriate unbiased academic and other assessment instruments.
2. Administering a variety of academic and other assessment instruments.
3. Translating group academic and other test scores to a common reference system.
4. Interpreting to pupils, teachers, administrators, parents and others the results of these assessment instruments.

(2) COUNSELING SERVICES TO INDIVIDUALS (A) Knowledge of:

1. Model high school graduation requirements;
2. Employment categories, school curricular and extracurricular opportunities that do not require post-high school education;
3. Post-high school education and training opportunities;
4. Programs of financial assistance;
5. Admission requirements of colleges and universities, vocational schools, and other post-secondary preparation agencies;
6. The world of work and the cultural value systems that pertain to the world of work;
7. Educational and career choice theories and techniques.

(B) Skills, to include:

1. Identifying and providing information and sources of information which would include educational and career choices.
2. Effective techniques for providing educational counseling to pupils and parents about academic and career decisions, including the selection of appropriate courses.

(3) PROGRAM COORDINATION AND SUPERVISION

(A) Knowledge of:

1. Counseling programs at the elementary, middle and high school levels, including the role of counselors as related to teachers, parents, administrators and other personnel.
2. School counseling budgeting procedures and sources of funds.
3. Supervision techniques appropriate for counseling programs.
4. Methods of evaluating school counseling programs.

(B) Skills, to include:

1. Planning, implementing and evaluating school counseling programs appropriate to the individual school site or district.
2. Planning a counseling program budget.
3. Supervising teacher-advisors, intern counselors, peer counselors, volunteer counselors or counseling paraprofessionals.
4. Conducting research to evaluate school counseling programs.

(4) CONSULTATION SERVICES TO THE SCHOOL

(A) Knowledge of:

1. Appropriate consultation models in working with teachers, administrators and parents regarding guidance and counseling practices and programs.
2. In-service practices and programs related to advising techniques.
3. Community resources.

(B) Skills, to include:

1. Providing consultation and in-service to teachers, administrators and parents regarding guidance and counseling practices and programs.
2. Involving the community in the counseling program.
3. Surveying community placement opportunities and the need for curriculum development in the schools as it relates to these needed knowledges and skills.

(5) LEGAL ASPECTS

(A) Knowledge of:

1. State requirements for scholastic progress and high school graduation;
2. California Education Code provisions and federal laws affecting school counseling programs.

(B) Skills, to include:

1. Procedures for implementing relevant laws and regulations.

(6) PROFESSIONAL ETHICS

(A) Knowledge of:

1. Official statements of the code of ethics related to professional counseling, including the American Association for Counseling and Development.

(B) Skills, to include:

1. Applying the codes of ethics to a specific counseling situation.
2. Applying professional Standard when using assessment instruments. (b) Field practice shall be required of all candidates. (1) Field practice shall be in the knowledges and skills provided in subdivisions (a)(1) through (6) of this section. (2) Field practice shall be at least four-hundred fifty (450) clock hours in duration, of which a minimum of three-hundred (300) clock hours shall be in a school setting, in direct contact with pupils assigned to the credential candidate by the college/university instructor and field supervisor. (3) Field practice by credential candidates shall be under the supervision of an experienced practitioner (who holds a Pupil Personnel Services credential) approved jointly by the college/university and the school district administration. (4) The field practice assignment shall be provided in at least two of three settings (elementary school, middle school and/or high school) and shall include a minimum of 100 clock hours at each setting. (5) At least one-hundred (100) clock hours of field practice shall be with at least ten pupils (individually and/or in a group) of racial/ethnic background different from that of the credential candidate.

The services described in Sections 1760 and 1761 shall be performed by persons who hold a valid credential issued by the state board or Commission for Teacher Preparation and Licensing authorizing performance of the services.

(a) The governing board of a small school district, which does not employ persons charged with school–community duties of counseling students and parents or guardians in their homes, may contract with any qualified social service agency or organization to secure the services, on a part–time or full–time basis, of qualified social workers as counselors in schools and in the homes of pupils. The State Board of Education shall adopt rules and regulations for the implementation of this section, but such social workers shall not be required to hold credentials or certification documents otherwise required under this code for service in the public schools. (b) Social workers authorized to serve under this section, as well as credentialed school social workers in districts other than small school districts, may perform, but are not limited to, the performance of the following service to children, parents, school personnel, and community agencies: (1) Group and individual counseling and casework with parents and children relating to learning and adjustment problems of children, including parent education. (2) Liaison with community resources offering services to schoolchildren and their families. (3) Consultation with parents and others in crisis situations, such as truancy, drug abuse, suicide threats, assaults, and child abuse. (4) Assessment of social and behavioral disabilities affecting learning, including but not limited to case study evaluation, recommendations for remediation or placement, and periodic reevaluation. (5) Participation in and coordination of staff development programs for professional, paraprofessional, and classified school staff and supervision of pupil personnel services workers. (6) Coordination of social service and mental health components of children’s centers and other early childhood development programs in the public schools. (7) Consultation and collaboration with school personnel to promote a school environment responsive to the needs of children and the planning of educational programs which will prepare children to function in a culturally diversified society. (c) As used in this section “small school district” means any of the following school districts: (1) A unified school district having an average daily attendance of less than 1,501. (2) A high school district having an average daily attendance of less than 301. (3) An elementary school district having an average daily attendance of less than 901.