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Student Focused Data Driven Counselor Implemented School: _________________________ District: _________________________ Date: ___________________________ Submitted by: ____________________ On-site Review Form for: Program Approval Interim Review UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL COUNSELING PROGRAM PERFORMANCE REVIEW CIP 32.0107 CONNECTING PROGRAM IMPROVEMENT AND STUDENT LEARNING September 2015 2015

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Page 1: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Student Focused Data Driven Counselor Implemented

School _________________________

District _________________________

Date ___________________________

Submitted by ____________________

On-site Review Form for

Program Approval

Interim Review

UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL COUNSELING PROGRAM

PERFORMANCE REVIEW CIP 320107

CONNECTING PROGRAM IMPROVEMENT AND STUDENT LEARNING

September 2015 2015

Utahrsquos College and Career Readiness Comprehensive School Counseling Program Meeting the Needs of Todayrsquos Students Preparing Students to Be College and Career Ready

The Foundation of Comprehensive School Counseling Program in Utah The foundation of our work in Utah for Comprehensive School Counseling Program is rich in historymdashbeginning with the leadership of Lynn Jensen who brought the work of Dr Norm Gysbers the founder of comprehensive counseling programs to Utah in 1986 Dr Norm Gysbers outlined a timeline for Comprehensive Counseling Programs that contained in years nineten a plan to enhance and redesign the program by (1) replanning the program (2) making new design decisions based on evaluation data and new information and (3) implementing the new design As the needs of students change school counseling programs must shift to meet these needs

The Needs of Todayrsquos Students Over the past 25 years there have been vast changes in technology college expectations school accountability the needs of the workforce personal challenges for students and expectations of parents which all have an impact on the services provided to students through the Comprehensive School Counseling Program With the student as the focus of the College and Career Readiness Comprehensive School Counseling Program in Utah information and updates need to be provided to school counselors and to standards to meet the needs

Policymakers post-secondary institutions business industry and parents over recent years are calling for schools to ensure that all students are college and career ready National reports such as Help Wanted from Georgetown University and Pathways to Prosperity from Harvard have caught the attention of policymakers and the higher education community and have placed increased pressure and expectations on high schools to focus on efforts to support students to be college and career ready

Redefining College and Career Readiness Comprehensive School Counseling Program Other researchers and leaders in the school counseling field have emphasized redefining and modernizing school counseling programs and the responsibilities of the school counselor

ldquoSince the inception of the profession of school counseling the role has been redefined and modernized often times to meet the needs of a changing society or in response to societal events (Beesley 2004 Burnham amp Jackson 2000 Gysbers amp Henderson 2001)

ldquoThe emphasis of reform efforts was to provide school counselors with the knowledge and data that they need in order to close the achievement gap between underserved populations of students (Dollarhide amp Saginak 2008) The goal of the initiative was ultimately to ensure that ldquothe school counselor serves as a leader as well as an effective team member working with teachers administrators and other school personnel to make sure that each student succeedsrdquo (The Education Trust 2001 as cited in Dollarhide amp Saginak 2008 p 199) Above all else the National Education Trust was concerned with promoting high academic achievement for all students and enhancing career development opportunities for all students at all levels (Baker 2000)

ldquoThe Transforming School Counseling Initiative has additionally outlined five skills at which the progressive school counselor must be effective They include teaming and collaboration leadership assessment and the use of data to effect change advocacy and counseling and coordination (The Education Trust 2007 Musheno amp Talbert 2002) The TSCI believes that proficiency in these five areas will equip the school counselors of today to become leaders of educational reform within their respective programs as well as advocates for students and their academic achievement (Musheno amp Talbert 2002)rdquo (West Virginia Department of Education nd)

ASCArsquos (2003 2012) National Model emphasizes the school counselorrsquos role in assisting all students in academic success and the use of data and research to guide the development of programs and practices and to evaluate the effectiveness of such programs

1

The Education Trust (2011) emphasizes the role of school counselors in preparing high school students for college and career readiness In this report it is clear that school counselors play a vital role in setting up students for success However they are often overwhelmed and sidetracked by assigned tasks that distract from the goal of preparing college- and career-ready students Even with all the responsibilities school counselors have many are using data to spot struggling students or identifying students who need additional services in order to increase studentsrsquo performance and their post-secondary opportunities School counselors need to engage in leadership in the movement for college and career readiness According to this article the following changes are needed to better serve the growing need to help students become college and career ready

1) Rework school counselorsrsquo job descriptions to focus more on tasks that will result in college and careerreadiness for all students

2) Refocus counselor education programs so that school counselors are trained in educational equity andcollege and career readiness

3) Add more school-specific training and coursework on data usage to university counseling programs4) Support current school counselors through additional professional development5) Align school counselorsrsquo evaluations with student outcomes (CTE learning that works for America nd)

The professional school counselor needs to be resilient and responsible for self-growth and development It is essential to understand the basics of Career Literacy and help students to make educated choices about career direction and learning throughout life In the management of the College and Career Readiness Comprehensive School Counseling Program school counselors must align the program with the School Improvement Plan write measureable program goals for performance assessments and assure the implementation of evidence-based practices for student success

References

American School Counselor Association (2003) The ASCA national model A framework for school counseling programs Alexandria VA

Baker SB (2000) School counseling for the twenty-first century Upper Saddle River NJ Prentice-Hall

Beesley D (2004) Teachers perceptions of school counselor effectiveness Collaborating for student success Education 125 259-270

Burnham JJ amp Jackson CM (2000) School counselor roles Discrepancies between actual practice and existing models Professional School Counseling 4(1) 41 Retrieved from EBSCOHOST

Center for School Counseling Outcome Research (2000) Mission statement Retrieved September 15 2007 from httpwwwumasseduschoolcounselingmissionhtm

CTE learning that works for America (nd) Retrieved from httpblogcareertechorgp=5078

Dollarhide CT amp Saginak KA (2008) Comprehensive school counseling programs K-12 delivery systems in action Boston Allyn and Bacon

Gysbers NC (2001) School guidance and counseling in the 21st century Remember the past into the future Professional School Counseling 5(2) 96 Retrieved from EBSCOHOST

Musheno S amp Talbert M (2002) The transformed school counselor in action Theory into Practice 41(3) 186-191

West Virginina Department of Education (nd) Retrieved from httpwvdestatewvuscounselors

2

Review Protocol for Existing College and Career Readiness Comprehensive School Counseling Programs On-Site Review Process The on-site review is a process developed within the framework of the College and Career Readiness Comprehensive School Counseling Program to ensure that the school counseling team has implemented the program elements described in the review standards Historically we have referred to this on-site review process as an ldquoevaluationrdquo that provides program ldquoaccountabilityrdquo

Accountability Accountability for student outcomes and meeting program standards (performance indicators) is used for funds appropriation To the general public accountability means student achievement

Evaluation Effective school improvement as well as the AdvanceEd process requires an increase in the use of data related to all educational programs including College and Career Readiness Comprehensive School Counseling Program This is disaggregated data on student performance

An evaluation of the College and Career Readiness Comprehensive School Counseling Program requires looking at the resultsmdashspecifically improved performance for students This document can help members of a school counseling team make connections between College and Career Readiness Comprehensive School Counseling Program standards and desired results for students as required by the Northwest Accreditation process and described in the document School Improvement Focusing on Student Performance

The on-site review process serves to bull Recognize program strengths and accomplishmentsbull Identify goals and areas for improvement

Elementary Expectations It is the goal of the Utah State Office of Education to have 100 percent of students in grades K-12 receive support from a College and Career Readiness Comprehensive School Counseling Program While they move toward achieving that goal school counselors of elementary students should complete this document as a self-assessment Personnel in the elementary schools will not be expected to defend their self-assessment in a formal review However using this document as a self-evaluation will aid elementary College and Career Readiness Comprehensive School Counseling Program counselors in better meeting the requirements of the College and Career Readiness Comprehensive School Counseling Program model Elementary counselors and programs are encouraged to meet these same competencies and provide these same services It is also suggested Elementary College and Career Readiness Comprehensive School Counseling Program teams use the National Office of School Counselor Advocacy (NOSCA) document Elementary School Counselorrsquos Guide NOSCArsquos Eight Components of College and Career Readiness Counseling to guide their College and Career Readiness Comprehensive School Counseling Program

Essential Elements and General Format for the Interim Review (Year 3) and the Performance Review (Year 6) In order to be prepared for a successful performance evaluation a school program must have prepared three items 1) Self-Evaluation 2) Evidence Box 3) Program Manual

1 At least one month prior to the on-site review the school College and Career Readiness ComprehensiveSchool Counseling Program team completes the Performance Self-Evaluation and submits the completedform to the district counseling leader Completing a self-evaluation allows for honest reflection on theCollege and Career Readiness Comprehensive School Counseling Program check and provides genuineopportunities for program improvement The guidance team under review should check the box for eachindicator as the team believes it applies to the programA completed self-evaluation of the College and Career Readiness Comprehensive School CounselingProgram with copies of the self-evaluation for every member of the review team (year 3 and year 6) shouldbe included

3

2 Documentation should exist in the form of an electronic evidence box showing that the program asdescribed in the manual exists and is being implemented Programs must then also provide an organized fileof evidence reviewed to support the written description and self-evaluation ratings (year 3 and year 6)

3 A program manual (year 6 only) should be included The College and Career Readiness ComprehensiveSchool Counseling Program being reviewed provides a program manual that contains a brief writtenresponse to each of the standards with a declaration of the level of self-evaluation for each indicatorfollowed by specific details that support that self-evaluation

On-Site Review Guidelines Years 3 (Interim Review) and 6 (Performance Review) 1 The College and Career Readiness Comprehensive School Counseling Program team presents evidence

during the review to support the levels of performance listed on the self-evaluation for each standard The review team can then check the indicator boxes as the team makes the presentation This should result in a side-by-side comparison of the self-evaluation and the review team evaluation

2 District leaders overseeing the on-site review will acquire signatures from team members and districtleadership In charter school program reviews the charter school College and Career ReadinessComprehensive School Counseling Program team will acquire appropriate counselor leadership signatures

3 For the 6-year review districtcharter school counseling leaders submit a finalized electronic copy of thereview to the USOE College and Career Readiness Comprehensive School Counseling Program Specialistby May 1 of the current school year For the 3-year review districtcharter school counseling leaders wouldkeep the review copy in the program evidence box and submit only the interim checklist to the USOECollege and Career Readiness Comprehensive School Counseling Program Specialist by May 1 of thecurrent school year

On-Site Review Team Year 3 (Interim Review) 1 Team members include a district CTE director andor a district counseling director and one district school

counselor from the same grade levels as the program being reviewed If no other school exist within the district of the same grade levels one counselor from another school district would be required

2 Data Projects should be reviewed and discussed thoroughly

3 In the case of charter schools the College and Career Readiness Comprehensive School CounselingProgram is evaluated by a team from the resident district and meets the standards as described for a fullyfunctional program approval

4 The following time frame is recommended for the review (this process should not take more than 2frac12hours)

a One to 1frac12 hours for the counseling and guidance team to make its presentation School counselorsmust show that each activity implemented as part of the school counseling program was developedfrom careful analysis of student needs achievement and related data

b One-half to one hour to discuss the evaluation with the College and Career ReadinessComprehensive School Counseling Program team members allowing adequate time for responseand feedback from the team members of the program being reviewed

5 The school team may choose to participate in the RAMP process for the Interim Review Please refer to theUtah Model or the ASCA website

On-Site Review Team Year 6 (Performance Review) 1 Team members include a district CTE director andor a district counseling director and the USOE College

and Career Readiness Comprehensive School Counseling Program Specialist during the CTE Program Approval Process

4

Important Team leaders please read the following interpretations of the Level of Performance ratings aloud to the members of the on-site review team and the College and Career Readiness Comprehensive School Counseling Program team prior to beginning the program review

Level 3 An overall 3 rating on a standard indicates a fully functional College and Career Readiness Comprehensive School Counseling Program with data supporting contributions to school improvement student achievement and connections to the overall mission of the school Standards rated at this level have a close connection to the NSSE School Improvement Plan and the AdvanceED Accreditation process

Level 2 Standards rated at this level are recognized as approaching standard program An adequate explanation will have been provided clarifying why the program is functioning at this level in this standard It is not unusual for a schoolrsquos guidance program to have some areas in need of improvement

Level 1 Standards rated at this level indicate areas for improvement Specific plans should be made for the time effort and renewed commitment to the College and Career Readiness Comprehensive School Counseling Program required for improvement

What this means

Level 3 overall ratings on a standard indicate a strong integration with school improvement and the Northwest Accreditation process and a clear connection between College and Career Readiness Comprehensive School Counseling Program processes and student results

Eight or more Level 3 overall ratings for the standards indicate a strong College and Career Readiness Comprehensive School Counseling Program

Three or more Level 2 overall ratings would indicate that another review should be scheduled for the program in one year This overall rating is listed as probation on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist It is the expectation in the re-review process the program meet all standards with a level 3 rating

One or more Level 1 overall ratings for any standard would require a follow-up review of ALL standards The follow-up review would be scheduled in the next school year and would include the USOE College and Career Readiness Comprehensive School Counseling Program Specialist This overall rating is listed as probation or failed program on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist

Overall ratings include careful consideration of all indicators for each standard Some indicators have a star rating and are marked by the symbol These indicators are weighted heavy and a 1 or 2 rating on these indicators result in a 1 or 2 rating for that standard

5

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 2: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Utahrsquos College and Career Readiness Comprehensive School Counseling Program Meeting the Needs of Todayrsquos Students Preparing Students to Be College and Career Ready

The Foundation of Comprehensive School Counseling Program in Utah The foundation of our work in Utah for Comprehensive School Counseling Program is rich in historymdashbeginning with the leadership of Lynn Jensen who brought the work of Dr Norm Gysbers the founder of comprehensive counseling programs to Utah in 1986 Dr Norm Gysbers outlined a timeline for Comprehensive Counseling Programs that contained in years nineten a plan to enhance and redesign the program by (1) replanning the program (2) making new design decisions based on evaluation data and new information and (3) implementing the new design As the needs of students change school counseling programs must shift to meet these needs

The Needs of Todayrsquos Students Over the past 25 years there have been vast changes in technology college expectations school accountability the needs of the workforce personal challenges for students and expectations of parents which all have an impact on the services provided to students through the Comprehensive School Counseling Program With the student as the focus of the College and Career Readiness Comprehensive School Counseling Program in Utah information and updates need to be provided to school counselors and to standards to meet the needs

Policymakers post-secondary institutions business industry and parents over recent years are calling for schools to ensure that all students are college and career ready National reports such as Help Wanted from Georgetown University and Pathways to Prosperity from Harvard have caught the attention of policymakers and the higher education community and have placed increased pressure and expectations on high schools to focus on efforts to support students to be college and career ready

Redefining College and Career Readiness Comprehensive School Counseling Program Other researchers and leaders in the school counseling field have emphasized redefining and modernizing school counseling programs and the responsibilities of the school counselor

ldquoSince the inception of the profession of school counseling the role has been redefined and modernized often times to meet the needs of a changing society or in response to societal events (Beesley 2004 Burnham amp Jackson 2000 Gysbers amp Henderson 2001)

ldquoThe emphasis of reform efforts was to provide school counselors with the knowledge and data that they need in order to close the achievement gap between underserved populations of students (Dollarhide amp Saginak 2008) The goal of the initiative was ultimately to ensure that ldquothe school counselor serves as a leader as well as an effective team member working with teachers administrators and other school personnel to make sure that each student succeedsrdquo (The Education Trust 2001 as cited in Dollarhide amp Saginak 2008 p 199) Above all else the National Education Trust was concerned with promoting high academic achievement for all students and enhancing career development opportunities for all students at all levels (Baker 2000)

ldquoThe Transforming School Counseling Initiative has additionally outlined five skills at which the progressive school counselor must be effective They include teaming and collaboration leadership assessment and the use of data to effect change advocacy and counseling and coordination (The Education Trust 2007 Musheno amp Talbert 2002) The TSCI believes that proficiency in these five areas will equip the school counselors of today to become leaders of educational reform within their respective programs as well as advocates for students and their academic achievement (Musheno amp Talbert 2002)rdquo (West Virginia Department of Education nd)

ASCArsquos (2003 2012) National Model emphasizes the school counselorrsquos role in assisting all students in academic success and the use of data and research to guide the development of programs and practices and to evaluate the effectiveness of such programs

1

The Education Trust (2011) emphasizes the role of school counselors in preparing high school students for college and career readiness In this report it is clear that school counselors play a vital role in setting up students for success However they are often overwhelmed and sidetracked by assigned tasks that distract from the goal of preparing college- and career-ready students Even with all the responsibilities school counselors have many are using data to spot struggling students or identifying students who need additional services in order to increase studentsrsquo performance and their post-secondary opportunities School counselors need to engage in leadership in the movement for college and career readiness According to this article the following changes are needed to better serve the growing need to help students become college and career ready

1) Rework school counselorsrsquo job descriptions to focus more on tasks that will result in college and careerreadiness for all students

2) Refocus counselor education programs so that school counselors are trained in educational equity andcollege and career readiness

3) Add more school-specific training and coursework on data usage to university counseling programs4) Support current school counselors through additional professional development5) Align school counselorsrsquo evaluations with student outcomes (CTE learning that works for America nd)

The professional school counselor needs to be resilient and responsible for self-growth and development It is essential to understand the basics of Career Literacy and help students to make educated choices about career direction and learning throughout life In the management of the College and Career Readiness Comprehensive School Counseling Program school counselors must align the program with the School Improvement Plan write measureable program goals for performance assessments and assure the implementation of evidence-based practices for student success

References

American School Counselor Association (2003) The ASCA national model A framework for school counseling programs Alexandria VA

Baker SB (2000) School counseling for the twenty-first century Upper Saddle River NJ Prentice-Hall

Beesley D (2004) Teachers perceptions of school counselor effectiveness Collaborating for student success Education 125 259-270

Burnham JJ amp Jackson CM (2000) School counselor roles Discrepancies between actual practice and existing models Professional School Counseling 4(1) 41 Retrieved from EBSCOHOST

Center for School Counseling Outcome Research (2000) Mission statement Retrieved September 15 2007 from httpwwwumasseduschoolcounselingmissionhtm

CTE learning that works for America (nd) Retrieved from httpblogcareertechorgp=5078

Dollarhide CT amp Saginak KA (2008) Comprehensive school counseling programs K-12 delivery systems in action Boston Allyn and Bacon

Gysbers NC (2001) School guidance and counseling in the 21st century Remember the past into the future Professional School Counseling 5(2) 96 Retrieved from EBSCOHOST

Musheno S amp Talbert M (2002) The transformed school counselor in action Theory into Practice 41(3) 186-191

West Virginina Department of Education (nd) Retrieved from httpwvdestatewvuscounselors

2

Review Protocol for Existing College and Career Readiness Comprehensive School Counseling Programs On-Site Review Process The on-site review is a process developed within the framework of the College and Career Readiness Comprehensive School Counseling Program to ensure that the school counseling team has implemented the program elements described in the review standards Historically we have referred to this on-site review process as an ldquoevaluationrdquo that provides program ldquoaccountabilityrdquo

Accountability Accountability for student outcomes and meeting program standards (performance indicators) is used for funds appropriation To the general public accountability means student achievement

Evaluation Effective school improvement as well as the AdvanceEd process requires an increase in the use of data related to all educational programs including College and Career Readiness Comprehensive School Counseling Program This is disaggregated data on student performance

An evaluation of the College and Career Readiness Comprehensive School Counseling Program requires looking at the resultsmdashspecifically improved performance for students This document can help members of a school counseling team make connections between College and Career Readiness Comprehensive School Counseling Program standards and desired results for students as required by the Northwest Accreditation process and described in the document School Improvement Focusing on Student Performance

The on-site review process serves to bull Recognize program strengths and accomplishmentsbull Identify goals and areas for improvement

Elementary Expectations It is the goal of the Utah State Office of Education to have 100 percent of students in grades K-12 receive support from a College and Career Readiness Comprehensive School Counseling Program While they move toward achieving that goal school counselors of elementary students should complete this document as a self-assessment Personnel in the elementary schools will not be expected to defend their self-assessment in a formal review However using this document as a self-evaluation will aid elementary College and Career Readiness Comprehensive School Counseling Program counselors in better meeting the requirements of the College and Career Readiness Comprehensive School Counseling Program model Elementary counselors and programs are encouraged to meet these same competencies and provide these same services It is also suggested Elementary College and Career Readiness Comprehensive School Counseling Program teams use the National Office of School Counselor Advocacy (NOSCA) document Elementary School Counselorrsquos Guide NOSCArsquos Eight Components of College and Career Readiness Counseling to guide their College and Career Readiness Comprehensive School Counseling Program

Essential Elements and General Format for the Interim Review (Year 3) and the Performance Review (Year 6) In order to be prepared for a successful performance evaluation a school program must have prepared three items 1) Self-Evaluation 2) Evidence Box 3) Program Manual

1 At least one month prior to the on-site review the school College and Career Readiness ComprehensiveSchool Counseling Program team completes the Performance Self-Evaluation and submits the completedform to the district counseling leader Completing a self-evaluation allows for honest reflection on theCollege and Career Readiness Comprehensive School Counseling Program check and provides genuineopportunities for program improvement The guidance team under review should check the box for eachindicator as the team believes it applies to the programA completed self-evaluation of the College and Career Readiness Comprehensive School CounselingProgram with copies of the self-evaluation for every member of the review team (year 3 and year 6) shouldbe included

3

2 Documentation should exist in the form of an electronic evidence box showing that the program asdescribed in the manual exists and is being implemented Programs must then also provide an organized fileof evidence reviewed to support the written description and self-evaluation ratings (year 3 and year 6)

3 A program manual (year 6 only) should be included The College and Career Readiness ComprehensiveSchool Counseling Program being reviewed provides a program manual that contains a brief writtenresponse to each of the standards with a declaration of the level of self-evaluation for each indicatorfollowed by specific details that support that self-evaluation

On-Site Review Guidelines Years 3 (Interim Review) and 6 (Performance Review) 1 The College and Career Readiness Comprehensive School Counseling Program team presents evidence

during the review to support the levels of performance listed on the self-evaluation for each standard The review team can then check the indicator boxes as the team makes the presentation This should result in a side-by-side comparison of the self-evaluation and the review team evaluation

2 District leaders overseeing the on-site review will acquire signatures from team members and districtleadership In charter school program reviews the charter school College and Career ReadinessComprehensive School Counseling Program team will acquire appropriate counselor leadership signatures

3 For the 6-year review districtcharter school counseling leaders submit a finalized electronic copy of thereview to the USOE College and Career Readiness Comprehensive School Counseling Program Specialistby May 1 of the current school year For the 3-year review districtcharter school counseling leaders wouldkeep the review copy in the program evidence box and submit only the interim checklist to the USOECollege and Career Readiness Comprehensive School Counseling Program Specialist by May 1 of thecurrent school year

On-Site Review Team Year 3 (Interim Review) 1 Team members include a district CTE director andor a district counseling director and one district school

counselor from the same grade levels as the program being reviewed If no other school exist within the district of the same grade levels one counselor from another school district would be required

2 Data Projects should be reviewed and discussed thoroughly

3 In the case of charter schools the College and Career Readiness Comprehensive School CounselingProgram is evaluated by a team from the resident district and meets the standards as described for a fullyfunctional program approval

4 The following time frame is recommended for the review (this process should not take more than 2frac12hours)

a One to 1frac12 hours for the counseling and guidance team to make its presentation School counselorsmust show that each activity implemented as part of the school counseling program was developedfrom careful analysis of student needs achievement and related data

b One-half to one hour to discuss the evaluation with the College and Career ReadinessComprehensive School Counseling Program team members allowing adequate time for responseand feedback from the team members of the program being reviewed

5 The school team may choose to participate in the RAMP process for the Interim Review Please refer to theUtah Model or the ASCA website

On-Site Review Team Year 6 (Performance Review) 1 Team members include a district CTE director andor a district counseling director and the USOE College

and Career Readiness Comprehensive School Counseling Program Specialist during the CTE Program Approval Process

4

Important Team leaders please read the following interpretations of the Level of Performance ratings aloud to the members of the on-site review team and the College and Career Readiness Comprehensive School Counseling Program team prior to beginning the program review

Level 3 An overall 3 rating on a standard indicates a fully functional College and Career Readiness Comprehensive School Counseling Program with data supporting contributions to school improvement student achievement and connections to the overall mission of the school Standards rated at this level have a close connection to the NSSE School Improvement Plan and the AdvanceED Accreditation process

Level 2 Standards rated at this level are recognized as approaching standard program An adequate explanation will have been provided clarifying why the program is functioning at this level in this standard It is not unusual for a schoolrsquos guidance program to have some areas in need of improvement

Level 1 Standards rated at this level indicate areas for improvement Specific plans should be made for the time effort and renewed commitment to the College and Career Readiness Comprehensive School Counseling Program required for improvement

What this means

Level 3 overall ratings on a standard indicate a strong integration with school improvement and the Northwest Accreditation process and a clear connection between College and Career Readiness Comprehensive School Counseling Program processes and student results

Eight or more Level 3 overall ratings for the standards indicate a strong College and Career Readiness Comprehensive School Counseling Program

Three or more Level 2 overall ratings would indicate that another review should be scheduled for the program in one year This overall rating is listed as probation on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist It is the expectation in the re-review process the program meet all standards with a level 3 rating

One or more Level 1 overall ratings for any standard would require a follow-up review of ALL standards The follow-up review would be scheduled in the next school year and would include the USOE College and Career Readiness Comprehensive School Counseling Program Specialist This overall rating is listed as probation or failed program on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist

Overall ratings include careful consideration of all indicators for each standard Some indicators have a star rating and are marked by the symbol These indicators are weighted heavy and a 1 or 2 rating on these indicators result in a 1 or 2 rating for that standard

5

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 3: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

The Education Trust (2011) emphasizes the role of school counselors in preparing high school students for college and career readiness In this report it is clear that school counselors play a vital role in setting up students for success However they are often overwhelmed and sidetracked by assigned tasks that distract from the goal of preparing college- and career-ready students Even with all the responsibilities school counselors have many are using data to spot struggling students or identifying students who need additional services in order to increase studentsrsquo performance and their post-secondary opportunities School counselors need to engage in leadership in the movement for college and career readiness According to this article the following changes are needed to better serve the growing need to help students become college and career ready

1) Rework school counselorsrsquo job descriptions to focus more on tasks that will result in college and careerreadiness for all students

2) Refocus counselor education programs so that school counselors are trained in educational equity andcollege and career readiness

3) Add more school-specific training and coursework on data usage to university counseling programs4) Support current school counselors through additional professional development5) Align school counselorsrsquo evaluations with student outcomes (CTE learning that works for America nd)

The professional school counselor needs to be resilient and responsible for self-growth and development It is essential to understand the basics of Career Literacy and help students to make educated choices about career direction and learning throughout life In the management of the College and Career Readiness Comprehensive School Counseling Program school counselors must align the program with the School Improvement Plan write measureable program goals for performance assessments and assure the implementation of evidence-based practices for student success

References

American School Counselor Association (2003) The ASCA national model A framework for school counseling programs Alexandria VA

Baker SB (2000) School counseling for the twenty-first century Upper Saddle River NJ Prentice-Hall

Beesley D (2004) Teachers perceptions of school counselor effectiveness Collaborating for student success Education 125 259-270

Burnham JJ amp Jackson CM (2000) School counselor roles Discrepancies between actual practice and existing models Professional School Counseling 4(1) 41 Retrieved from EBSCOHOST

Center for School Counseling Outcome Research (2000) Mission statement Retrieved September 15 2007 from httpwwwumasseduschoolcounselingmissionhtm

CTE learning that works for America (nd) Retrieved from httpblogcareertechorgp=5078

Dollarhide CT amp Saginak KA (2008) Comprehensive school counseling programs K-12 delivery systems in action Boston Allyn and Bacon

Gysbers NC (2001) School guidance and counseling in the 21st century Remember the past into the future Professional School Counseling 5(2) 96 Retrieved from EBSCOHOST

Musheno S amp Talbert M (2002) The transformed school counselor in action Theory into Practice 41(3) 186-191

West Virginina Department of Education (nd) Retrieved from httpwvdestatewvuscounselors

2

Review Protocol for Existing College and Career Readiness Comprehensive School Counseling Programs On-Site Review Process The on-site review is a process developed within the framework of the College and Career Readiness Comprehensive School Counseling Program to ensure that the school counseling team has implemented the program elements described in the review standards Historically we have referred to this on-site review process as an ldquoevaluationrdquo that provides program ldquoaccountabilityrdquo

Accountability Accountability for student outcomes and meeting program standards (performance indicators) is used for funds appropriation To the general public accountability means student achievement

Evaluation Effective school improvement as well as the AdvanceEd process requires an increase in the use of data related to all educational programs including College and Career Readiness Comprehensive School Counseling Program This is disaggregated data on student performance

An evaluation of the College and Career Readiness Comprehensive School Counseling Program requires looking at the resultsmdashspecifically improved performance for students This document can help members of a school counseling team make connections between College and Career Readiness Comprehensive School Counseling Program standards and desired results for students as required by the Northwest Accreditation process and described in the document School Improvement Focusing on Student Performance

The on-site review process serves to bull Recognize program strengths and accomplishmentsbull Identify goals and areas for improvement

Elementary Expectations It is the goal of the Utah State Office of Education to have 100 percent of students in grades K-12 receive support from a College and Career Readiness Comprehensive School Counseling Program While they move toward achieving that goal school counselors of elementary students should complete this document as a self-assessment Personnel in the elementary schools will not be expected to defend their self-assessment in a formal review However using this document as a self-evaluation will aid elementary College and Career Readiness Comprehensive School Counseling Program counselors in better meeting the requirements of the College and Career Readiness Comprehensive School Counseling Program model Elementary counselors and programs are encouraged to meet these same competencies and provide these same services It is also suggested Elementary College and Career Readiness Comprehensive School Counseling Program teams use the National Office of School Counselor Advocacy (NOSCA) document Elementary School Counselorrsquos Guide NOSCArsquos Eight Components of College and Career Readiness Counseling to guide their College and Career Readiness Comprehensive School Counseling Program

Essential Elements and General Format for the Interim Review (Year 3) and the Performance Review (Year 6) In order to be prepared for a successful performance evaluation a school program must have prepared three items 1) Self-Evaluation 2) Evidence Box 3) Program Manual

1 At least one month prior to the on-site review the school College and Career Readiness ComprehensiveSchool Counseling Program team completes the Performance Self-Evaluation and submits the completedform to the district counseling leader Completing a self-evaluation allows for honest reflection on theCollege and Career Readiness Comprehensive School Counseling Program check and provides genuineopportunities for program improvement The guidance team under review should check the box for eachindicator as the team believes it applies to the programA completed self-evaluation of the College and Career Readiness Comprehensive School CounselingProgram with copies of the self-evaluation for every member of the review team (year 3 and year 6) shouldbe included

3

2 Documentation should exist in the form of an electronic evidence box showing that the program asdescribed in the manual exists and is being implemented Programs must then also provide an organized fileof evidence reviewed to support the written description and self-evaluation ratings (year 3 and year 6)

3 A program manual (year 6 only) should be included The College and Career Readiness ComprehensiveSchool Counseling Program being reviewed provides a program manual that contains a brief writtenresponse to each of the standards with a declaration of the level of self-evaluation for each indicatorfollowed by specific details that support that self-evaluation

On-Site Review Guidelines Years 3 (Interim Review) and 6 (Performance Review) 1 The College and Career Readiness Comprehensive School Counseling Program team presents evidence

during the review to support the levels of performance listed on the self-evaluation for each standard The review team can then check the indicator boxes as the team makes the presentation This should result in a side-by-side comparison of the self-evaluation and the review team evaluation

2 District leaders overseeing the on-site review will acquire signatures from team members and districtleadership In charter school program reviews the charter school College and Career ReadinessComprehensive School Counseling Program team will acquire appropriate counselor leadership signatures

3 For the 6-year review districtcharter school counseling leaders submit a finalized electronic copy of thereview to the USOE College and Career Readiness Comprehensive School Counseling Program Specialistby May 1 of the current school year For the 3-year review districtcharter school counseling leaders wouldkeep the review copy in the program evidence box and submit only the interim checklist to the USOECollege and Career Readiness Comprehensive School Counseling Program Specialist by May 1 of thecurrent school year

On-Site Review Team Year 3 (Interim Review) 1 Team members include a district CTE director andor a district counseling director and one district school

counselor from the same grade levels as the program being reviewed If no other school exist within the district of the same grade levels one counselor from another school district would be required

2 Data Projects should be reviewed and discussed thoroughly

3 In the case of charter schools the College and Career Readiness Comprehensive School CounselingProgram is evaluated by a team from the resident district and meets the standards as described for a fullyfunctional program approval

4 The following time frame is recommended for the review (this process should not take more than 2frac12hours)

a One to 1frac12 hours for the counseling and guidance team to make its presentation School counselorsmust show that each activity implemented as part of the school counseling program was developedfrom careful analysis of student needs achievement and related data

b One-half to one hour to discuss the evaluation with the College and Career ReadinessComprehensive School Counseling Program team members allowing adequate time for responseand feedback from the team members of the program being reviewed

5 The school team may choose to participate in the RAMP process for the Interim Review Please refer to theUtah Model or the ASCA website

On-Site Review Team Year 6 (Performance Review) 1 Team members include a district CTE director andor a district counseling director and the USOE College

and Career Readiness Comprehensive School Counseling Program Specialist during the CTE Program Approval Process

4

Important Team leaders please read the following interpretations of the Level of Performance ratings aloud to the members of the on-site review team and the College and Career Readiness Comprehensive School Counseling Program team prior to beginning the program review

Level 3 An overall 3 rating on a standard indicates a fully functional College and Career Readiness Comprehensive School Counseling Program with data supporting contributions to school improvement student achievement and connections to the overall mission of the school Standards rated at this level have a close connection to the NSSE School Improvement Plan and the AdvanceED Accreditation process

Level 2 Standards rated at this level are recognized as approaching standard program An adequate explanation will have been provided clarifying why the program is functioning at this level in this standard It is not unusual for a schoolrsquos guidance program to have some areas in need of improvement

Level 1 Standards rated at this level indicate areas for improvement Specific plans should be made for the time effort and renewed commitment to the College and Career Readiness Comprehensive School Counseling Program required for improvement

What this means

Level 3 overall ratings on a standard indicate a strong integration with school improvement and the Northwest Accreditation process and a clear connection between College and Career Readiness Comprehensive School Counseling Program processes and student results

Eight or more Level 3 overall ratings for the standards indicate a strong College and Career Readiness Comprehensive School Counseling Program

Three or more Level 2 overall ratings would indicate that another review should be scheduled for the program in one year This overall rating is listed as probation on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist It is the expectation in the re-review process the program meet all standards with a level 3 rating

One or more Level 1 overall ratings for any standard would require a follow-up review of ALL standards The follow-up review would be scheduled in the next school year and would include the USOE College and Career Readiness Comprehensive School Counseling Program Specialist This overall rating is listed as probation or failed program on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist

Overall ratings include careful consideration of all indicators for each standard Some indicators have a star rating and are marked by the symbol These indicators are weighted heavy and a 1 or 2 rating on these indicators result in a 1 or 2 rating for that standard

5

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 4: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Review Protocol for Existing College and Career Readiness Comprehensive School Counseling Programs On-Site Review Process The on-site review is a process developed within the framework of the College and Career Readiness Comprehensive School Counseling Program to ensure that the school counseling team has implemented the program elements described in the review standards Historically we have referred to this on-site review process as an ldquoevaluationrdquo that provides program ldquoaccountabilityrdquo

Accountability Accountability for student outcomes and meeting program standards (performance indicators) is used for funds appropriation To the general public accountability means student achievement

Evaluation Effective school improvement as well as the AdvanceEd process requires an increase in the use of data related to all educational programs including College and Career Readiness Comprehensive School Counseling Program This is disaggregated data on student performance

An evaluation of the College and Career Readiness Comprehensive School Counseling Program requires looking at the resultsmdashspecifically improved performance for students This document can help members of a school counseling team make connections between College and Career Readiness Comprehensive School Counseling Program standards and desired results for students as required by the Northwest Accreditation process and described in the document School Improvement Focusing on Student Performance

The on-site review process serves to bull Recognize program strengths and accomplishmentsbull Identify goals and areas for improvement

Elementary Expectations It is the goal of the Utah State Office of Education to have 100 percent of students in grades K-12 receive support from a College and Career Readiness Comprehensive School Counseling Program While they move toward achieving that goal school counselors of elementary students should complete this document as a self-assessment Personnel in the elementary schools will not be expected to defend their self-assessment in a formal review However using this document as a self-evaluation will aid elementary College and Career Readiness Comprehensive School Counseling Program counselors in better meeting the requirements of the College and Career Readiness Comprehensive School Counseling Program model Elementary counselors and programs are encouraged to meet these same competencies and provide these same services It is also suggested Elementary College and Career Readiness Comprehensive School Counseling Program teams use the National Office of School Counselor Advocacy (NOSCA) document Elementary School Counselorrsquos Guide NOSCArsquos Eight Components of College and Career Readiness Counseling to guide their College and Career Readiness Comprehensive School Counseling Program

Essential Elements and General Format for the Interim Review (Year 3) and the Performance Review (Year 6) In order to be prepared for a successful performance evaluation a school program must have prepared three items 1) Self-Evaluation 2) Evidence Box 3) Program Manual

1 At least one month prior to the on-site review the school College and Career Readiness ComprehensiveSchool Counseling Program team completes the Performance Self-Evaluation and submits the completedform to the district counseling leader Completing a self-evaluation allows for honest reflection on theCollege and Career Readiness Comprehensive School Counseling Program check and provides genuineopportunities for program improvement The guidance team under review should check the box for eachindicator as the team believes it applies to the programA completed self-evaluation of the College and Career Readiness Comprehensive School CounselingProgram with copies of the self-evaluation for every member of the review team (year 3 and year 6) shouldbe included

3

2 Documentation should exist in the form of an electronic evidence box showing that the program asdescribed in the manual exists and is being implemented Programs must then also provide an organized fileof evidence reviewed to support the written description and self-evaluation ratings (year 3 and year 6)

3 A program manual (year 6 only) should be included The College and Career Readiness ComprehensiveSchool Counseling Program being reviewed provides a program manual that contains a brief writtenresponse to each of the standards with a declaration of the level of self-evaluation for each indicatorfollowed by specific details that support that self-evaluation

On-Site Review Guidelines Years 3 (Interim Review) and 6 (Performance Review) 1 The College and Career Readiness Comprehensive School Counseling Program team presents evidence

during the review to support the levels of performance listed on the self-evaluation for each standard The review team can then check the indicator boxes as the team makes the presentation This should result in a side-by-side comparison of the self-evaluation and the review team evaluation

2 District leaders overseeing the on-site review will acquire signatures from team members and districtleadership In charter school program reviews the charter school College and Career ReadinessComprehensive School Counseling Program team will acquire appropriate counselor leadership signatures

3 For the 6-year review districtcharter school counseling leaders submit a finalized electronic copy of thereview to the USOE College and Career Readiness Comprehensive School Counseling Program Specialistby May 1 of the current school year For the 3-year review districtcharter school counseling leaders wouldkeep the review copy in the program evidence box and submit only the interim checklist to the USOECollege and Career Readiness Comprehensive School Counseling Program Specialist by May 1 of thecurrent school year

On-Site Review Team Year 3 (Interim Review) 1 Team members include a district CTE director andor a district counseling director and one district school

counselor from the same grade levels as the program being reviewed If no other school exist within the district of the same grade levels one counselor from another school district would be required

2 Data Projects should be reviewed and discussed thoroughly

3 In the case of charter schools the College and Career Readiness Comprehensive School CounselingProgram is evaluated by a team from the resident district and meets the standards as described for a fullyfunctional program approval

4 The following time frame is recommended for the review (this process should not take more than 2frac12hours)

a One to 1frac12 hours for the counseling and guidance team to make its presentation School counselorsmust show that each activity implemented as part of the school counseling program was developedfrom careful analysis of student needs achievement and related data

b One-half to one hour to discuss the evaluation with the College and Career ReadinessComprehensive School Counseling Program team members allowing adequate time for responseand feedback from the team members of the program being reviewed

5 The school team may choose to participate in the RAMP process for the Interim Review Please refer to theUtah Model or the ASCA website

On-Site Review Team Year 6 (Performance Review) 1 Team members include a district CTE director andor a district counseling director and the USOE College

and Career Readiness Comprehensive School Counseling Program Specialist during the CTE Program Approval Process

4

Important Team leaders please read the following interpretations of the Level of Performance ratings aloud to the members of the on-site review team and the College and Career Readiness Comprehensive School Counseling Program team prior to beginning the program review

Level 3 An overall 3 rating on a standard indicates a fully functional College and Career Readiness Comprehensive School Counseling Program with data supporting contributions to school improvement student achievement and connections to the overall mission of the school Standards rated at this level have a close connection to the NSSE School Improvement Plan and the AdvanceED Accreditation process

Level 2 Standards rated at this level are recognized as approaching standard program An adequate explanation will have been provided clarifying why the program is functioning at this level in this standard It is not unusual for a schoolrsquos guidance program to have some areas in need of improvement

Level 1 Standards rated at this level indicate areas for improvement Specific plans should be made for the time effort and renewed commitment to the College and Career Readiness Comprehensive School Counseling Program required for improvement

What this means

Level 3 overall ratings on a standard indicate a strong integration with school improvement and the Northwest Accreditation process and a clear connection between College and Career Readiness Comprehensive School Counseling Program processes and student results

Eight or more Level 3 overall ratings for the standards indicate a strong College and Career Readiness Comprehensive School Counseling Program

Three or more Level 2 overall ratings would indicate that another review should be scheduled for the program in one year This overall rating is listed as probation on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist It is the expectation in the re-review process the program meet all standards with a level 3 rating

One or more Level 1 overall ratings for any standard would require a follow-up review of ALL standards The follow-up review would be scheduled in the next school year and would include the USOE College and Career Readiness Comprehensive School Counseling Program Specialist This overall rating is listed as probation or failed program on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist

Overall ratings include careful consideration of all indicators for each standard Some indicators have a star rating and are marked by the symbol These indicators are weighted heavy and a 1 or 2 rating on these indicators result in a 1 or 2 rating for that standard

5

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 5: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

2 Documentation should exist in the form of an electronic evidence box showing that the program asdescribed in the manual exists and is being implemented Programs must then also provide an organized fileof evidence reviewed to support the written description and self-evaluation ratings (year 3 and year 6)

3 A program manual (year 6 only) should be included The College and Career Readiness ComprehensiveSchool Counseling Program being reviewed provides a program manual that contains a brief writtenresponse to each of the standards with a declaration of the level of self-evaluation for each indicatorfollowed by specific details that support that self-evaluation

On-Site Review Guidelines Years 3 (Interim Review) and 6 (Performance Review) 1 The College and Career Readiness Comprehensive School Counseling Program team presents evidence

during the review to support the levels of performance listed on the self-evaluation for each standard The review team can then check the indicator boxes as the team makes the presentation This should result in a side-by-side comparison of the self-evaluation and the review team evaluation

2 District leaders overseeing the on-site review will acquire signatures from team members and districtleadership In charter school program reviews the charter school College and Career ReadinessComprehensive School Counseling Program team will acquire appropriate counselor leadership signatures

3 For the 6-year review districtcharter school counseling leaders submit a finalized electronic copy of thereview to the USOE College and Career Readiness Comprehensive School Counseling Program Specialistby May 1 of the current school year For the 3-year review districtcharter school counseling leaders wouldkeep the review copy in the program evidence box and submit only the interim checklist to the USOECollege and Career Readiness Comprehensive School Counseling Program Specialist by May 1 of thecurrent school year

On-Site Review Team Year 3 (Interim Review) 1 Team members include a district CTE director andor a district counseling director and one district school

counselor from the same grade levels as the program being reviewed If no other school exist within the district of the same grade levels one counselor from another school district would be required

2 Data Projects should be reviewed and discussed thoroughly

3 In the case of charter schools the College and Career Readiness Comprehensive School CounselingProgram is evaluated by a team from the resident district and meets the standards as described for a fullyfunctional program approval

4 The following time frame is recommended for the review (this process should not take more than 2frac12hours)

a One to 1frac12 hours for the counseling and guidance team to make its presentation School counselorsmust show that each activity implemented as part of the school counseling program was developedfrom careful analysis of student needs achievement and related data

b One-half to one hour to discuss the evaluation with the College and Career ReadinessComprehensive School Counseling Program team members allowing adequate time for responseand feedback from the team members of the program being reviewed

5 The school team may choose to participate in the RAMP process for the Interim Review Please refer to theUtah Model or the ASCA website

On-Site Review Team Year 6 (Performance Review) 1 Team members include a district CTE director andor a district counseling director and the USOE College

and Career Readiness Comprehensive School Counseling Program Specialist during the CTE Program Approval Process

4

Important Team leaders please read the following interpretations of the Level of Performance ratings aloud to the members of the on-site review team and the College and Career Readiness Comprehensive School Counseling Program team prior to beginning the program review

Level 3 An overall 3 rating on a standard indicates a fully functional College and Career Readiness Comprehensive School Counseling Program with data supporting contributions to school improvement student achievement and connections to the overall mission of the school Standards rated at this level have a close connection to the NSSE School Improvement Plan and the AdvanceED Accreditation process

Level 2 Standards rated at this level are recognized as approaching standard program An adequate explanation will have been provided clarifying why the program is functioning at this level in this standard It is not unusual for a schoolrsquos guidance program to have some areas in need of improvement

Level 1 Standards rated at this level indicate areas for improvement Specific plans should be made for the time effort and renewed commitment to the College and Career Readiness Comprehensive School Counseling Program required for improvement

What this means

Level 3 overall ratings on a standard indicate a strong integration with school improvement and the Northwest Accreditation process and a clear connection between College and Career Readiness Comprehensive School Counseling Program processes and student results

Eight or more Level 3 overall ratings for the standards indicate a strong College and Career Readiness Comprehensive School Counseling Program

Three or more Level 2 overall ratings would indicate that another review should be scheduled for the program in one year This overall rating is listed as probation on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist It is the expectation in the re-review process the program meet all standards with a level 3 rating

One or more Level 1 overall ratings for any standard would require a follow-up review of ALL standards The follow-up review would be scheduled in the next school year and would include the USOE College and Career Readiness Comprehensive School Counseling Program Specialist This overall rating is listed as probation or failed program on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist

Overall ratings include careful consideration of all indicators for each standard Some indicators have a star rating and are marked by the symbol These indicators are weighted heavy and a 1 or 2 rating on these indicators result in a 1 or 2 rating for that standard

5

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 6: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Important Team leaders please read the following interpretations of the Level of Performance ratings aloud to the members of the on-site review team and the College and Career Readiness Comprehensive School Counseling Program team prior to beginning the program review

Level 3 An overall 3 rating on a standard indicates a fully functional College and Career Readiness Comprehensive School Counseling Program with data supporting contributions to school improvement student achievement and connections to the overall mission of the school Standards rated at this level have a close connection to the NSSE School Improvement Plan and the AdvanceED Accreditation process

Level 2 Standards rated at this level are recognized as approaching standard program An adequate explanation will have been provided clarifying why the program is functioning at this level in this standard It is not unusual for a schoolrsquos guidance program to have some areas in need of improvement

Level 1 Standards rated at this level indicate areas for improvement Specific plans should be made for the time effort and renewed commitment to the College and Career Readiness Comprehensive School Counseling Program required for improvement

What this means

Level 3 overall ratings on a standard indicate a strong integration with school improvement and the Northwest Accreditation process and a clear connection between College and Career Readiness Comprehensive School Counseling Program processes and student results

Eight or more Level 3 overall ratings for the standards indicate a strong College and Career Readiness Comprehensive School Counseling Program

Three or more Level 2 overall ratings would indicate that another review should be scheduled for the program in one year This overall rating is listed as probation on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist It is the expectation in the re-review process the program meet all standards with a level 3 rating

One or more Level 1 overall ratings for any standard would require a follow-up review of ALL standards The follow-up review would be scheduled in the next school year and would include the USOE College and Career Readiness Comprehensive School Counseling Program Specialist This overall rating is listed as probation or failed program on the signature page This also means the program will be re-reviewed by a team of the USOE College and Career Readiness Comprehensive School Counseling Program Specialist and at least two other individuals chosen by the USOE specialist

Overall ratings include careful consideration of all indicators for each standard Some indicators have a star rating and are marked by the symbol These indicators are weighted heavy and a 1 or 2 rating on these indicators result in a 1 or 2 rating for that standard

5

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 7: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Action Plan for Program Improvement

Todays school counselors are under increasing pressure to document their effectiveness by using data and producing quantitative accountability reports Below are some guiding principles to help you develop Program Improvement Projects in your College and Career Readiness Comprehensive School Counseling Program

bull I have increased my use of data to demonstrate the effectiveness of my school counselingprogram

bull I have maintained my momentum to use databull I use data to identify barriers that impede student performancebull I regularly review my schoolrsquos data (academic attendance behavior) to identify gapsbull I use data to inform and facilitate the school counseling services and program that I leadbull I use quantitative data collection methods to improve my school counseling servicesprogramsbull I use qualitative data collection methods to improve my school counseling servicesprogramsbull I analyze the data I collectbull Our school counseling department uses data to set strategic goalsbull I use data to evaluate student enrollment patternsbull I use data to prepare student for college readiness

Adapted from The Beliefs and Practices of School Counselors Who Use Data to Implement Comprehensive School Counseling Programs

With an accountable data-driven school counseling program school counselors are seen as partners in school improvement and essential to fulfilling the mission of every school Methods traditionally used for evaluating school counseling programs no longer hold the same value in the eyes of administrators and faculty who are surrounded in accountability The process of using data supports school counselors in their efforts to gather more support for their programs and to widen their circle of influence in helping all students to become successful learners Accepting this challenge propels school counselors to accept the responsibility of removing barriers to learning and achievement and raise the level of expectations for those students Accountability for school counselors is the key to school counseling success and survival in the 21st century and links their work to the accountability requirements

Young A amp Kaffenberger C (2011 December) The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs Professional School Counseling 15(2) 67-76

The following are recommended categories to choose from when planning for your program improvement projects All of which have measureable outcomes Choose from the list below when developing and completing your program improvement projects You may also choose from the NOSCA relevant data list in the school level guide of Eight Components of College and Career Readiness Counseling which can be found on page 20 on the high school guide and page 16 on the elementary and middle school guide

Graduation rates Individual Learning Plans ndashPlan for College and Career Readiness data 8th grade completion 9th grade ontrack for graduation Disaggregated Groups Counselor response to dropout behaviors

6

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 8: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Related Policies and Guidelines for College and Career Ready

The Utah Model for College and Career Readiness Comprehensive School Counseling Program provides the following targets Recommended Distribution of Total School Counselor Time Delivery System Component Elementary School

of Time Middle School

of Time High School of Time

Individual Student Planning focused on Plan for College and Career Readiness

5-10 35-45 45-55

School Counselor Curriculum with College and Career Readiness Components

35-45 25-35 15-25

Responsive ServicesDropout Prevention

30-40 25-30 15-20

System Support amp Non-guidance Activities

10-15 10-15 10-15

Adapted from Gysbers NC amp Henderson P (Eds) (2000) Developing and managing your school guidance program (3rd ed) Alexandria VA American Counseling Association

53A-1a-106 School district and individual school powers (2) (b) (i) As used in this title student educationoccupation plan or SEOP means a plan

developed by a student and the students parent or guardian in consultation with school counselors teachers and administrators that (A) is initiated at the beginning of grade 7 (B) identifies a students skills and objectives (C) maps out a strategy to guide a students course selection and (D) links a student to post-secondary options including higher education and careers (ii) Each local school board in consultation with school personnel parents and school community councils or similar entities shall establish policies to provide for the effective implementation of a personalized student education plan (SEP) or student educationoccupation plan (SEOP) for each student at the school site (iii) The policies shall include guidelines and expectations for (A) recognizing the students accomplishments strengths and progress towards meeting student achievement standards as defined in U-PASS (B) planning monitoring and managing education and career development and (C) involving students parents and school personnel in preparing and implementing SEPs and SEOPs (iv) A parent may request conferences with school personnel in addition to SEP or SEOP conferences established by local school board policy (v) Time spent during the school day to implement SEPs and SEOPs is considered part of the school term referred to in Subsection 53A-17a-103(5)

R277-462-3 Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria A (1) In order to qualify for Comprehensive Counseling and Guidance Program funds schools shall implement SEOPPlan for College and Career Readiness policies and practices consistent with Section 53A-1a-106(2)(b) local board or charter school governing board policy and the school improvement plan developed for AdvancED Accreditation and required under Section 53A-1a-1085

7

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 9: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Meeting the Needs of Diverse Students

Diversity comes in many forms from cultural and ethnic background to socioeconomic status to family structure and religious choices including gender language age and ability differences Professional school counselors are expected to develop specific skills and knowledge to support and advocate for the diverse student populations served by the College and Career Readiness Comprehensive School Counseling Program

Indicators have been incorporated into Standards to focus on the five ethnic diversity groups recognized by the federal government American IndianAlaskan Native African American Asian American HispanicLatino and Pacific Islander The purpose of Standard One ldquoEvery Studentrdquo then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another (including cultural and ethnic background socioeconomic status family structure and religious choices as well as gender language age and ability differences) and that adjustments have been made in the implementation of the College and Career Readiness Comprehensive School Counseling Program for that school to accommodate those differences

Respond to these indicators as they apply to your school population

What Makes American Indian Tribes so Different From Other Ethnic Minorities

Because of American Indian sovereign status and as a result of efforts by leaders of Utahrsquos seven American Indian tribes the College and Career Readiness Comprehensive School Counseling Program in Utah endeavors to provide information specific to diverse students and supportive of groups of students who continue to struggle in our education system Some indicators specific to American IndianAlaskan Native students have been added to the Standards of this document As other ethniccultural communities come forward to offer suggestions for help specific to their students additional indicators may be added We repeat the purpose of Standard 1 Every Student then is to show that school counselors through the College and Career Readiness Comprehensive School Counseling Program understand the ways in which students at any one school differ from one another and that adjustments to the College and Career Readiness Comprehensive School Counseling Program have been made

TRIBAL GOVERNMENTS AS SOVEREIGN NATIONS

ldquoIndian tribes have held a unique position in the history of the American government as well as in contemporary affairs The basis for that position is the fact that Indian tribes were recognized as sovereign from the time of discovery and recognition continues todayrdquo ndash Nancy M Tuthill

American Indian tribes differ from other ethnic minorities in their indigenous status that they are land based and have a political relationship with the United States government This political relationship has several legal bases (1) the ldquoCommerce clauserdquo of the US constitution (2) treaties between the US and the Indian nations legislation and subsequent federal policy and (3) Supreme Court decisions and executive actions

American Indian tribes however do not enjoy absolute sovereignty Indian tribes do not exercise international independence (but neither do state governments) They are domestic independent nations (nations within a nation having a nation-to-nation relationship with the Federal Government) Additionally the Federal Government has a unique trust or fiduciary responsibility for American Indian tribes and their interests and assets as a result of treaties that stressed ldquosuch services as education health etc in exchange for landrdquo

ndash Excerpted from the American Indian Education Resource Book USOE June 2004

8

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 10: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Utah College and Career Readiness

Comprehensive School Counseling Program Model

(December 2015 Draft Graphic)

9

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 11: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

______________________________________________________________________ Performance Review

Utah Model for College and Career Readiness Comprehensive School Counseling Program

Performance Review Connecting Program Improvement and Student Learning

Required Assurances - Required Components

Standard 1 Every Student

Standard 2 Data and Program Effectiveness

Standard 3 Plan for College and Career Readiness Process

Standard 4 Career Exploration and Development

Standard 5 School Counselor Curriculum

Standard 6 Responsive Services and Dropout Prevention

Standard 7 Program Leadership and Management

Standard 8 Interschool Communication

Standard 9 Time Allocation and Counselor Role

Standard 10 Comprehensive School Counseling Program Training

10

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 12: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Administrator name Administration signature

Assurances Required Components and Review Annually

Board Adoption and Approval of the College and Career Readiness Comprehensive School Counseling Program by the local board of education governing board and ongoing communication with the local board regarding program goals and outcomes supported by data

Structural Components Structural components and policies support the College and Career Readiness Comprehensive School Counseling Program This includes adequate resources and support for guidance facilities materials equipment clerical staff and school improvement processes

Administration Assurance Administration (CTE director and building administrators) understands the value in the College and Career Readiness Comprehensive School Counseling Program and its relationship to the school improvement plan

Use of Data The program uses a formal College and Career Readiness Comprehensive School Counseling Program studentparentteacher needs assessment

Approval

Written evidence that theboard has adopted theCollege and CareerReadiness ComprehensiveSchool CounselingProgram as a K-12 modelfor school counselingprograms

Student Ratios

Studentlicensed school counselor ratioin terms of percentage of contract timedevoted to school counseling activitiesis 3501 or less

OR

Does not meet ratio and district hassubmitted ratio plan to the USOECurrent ratio is _______

Support

A Administration istrained in College andCareer ReadinessComprehensive SchoolCounseling ProgramModel

B Administration assistscounselors in obtainingaccess to individualclassrooms to deliverschool counselingcurriculum activities

C Administration andschool counselors meetregularly to review data

Needs Assessment

A A College and CareerReadiness ComprehensiveSchool Counseling Programformal needs assessment ofrelevant data has beencompleted within the last 3years

B A comprehensive set ofschool-wide data has beenconsidered in theimplementation of theCollege and Career ReadinessComprehensive SchoolCounseling Program

C The quality andeffectiveness of the Plan forCollege and Career Readinesshas been surveyed andmeasured

Communication

Districtcharter schoolcounseling leaders providean annual written report tothe local board ofeducationgoverning boardregarding studentachievement related to theCollege and CareerReadiness ComprehensiveSchool CounselingProgram This reportdescribes how each schoolis adhering to the districtrsquosPlan for College and CareerReadiness policy andincludes data on programeffectiveness

Funding and Budget

The school counseling team has workedwith the district and the schooladministration to establish a budget thatadequately supports the College andCareer Readiness ComprehensiveSchool Counseling Program

Structural Components

A The Comprehensive SchoolCounseling Program facilities includeseparate offices an inviting outerwelcoming area a conference roomand for secondary programs a CareerCenter area visible to all

B Sufficient clerical staff to supportCollege and Career ReadinessComprehensive School CounselingProgram activities which includesscheduling Plan for College and CareerReadiness

C Up-to-date computer facilitiessoftware and assessment tools to meetthe needs of students and personnel

D Extended days or hours aimed atbenefiting students and parents orguardians are available and fundedadequately

E The College and Career ReadinessComprehensive School CounselingProgram effectively uses all availablestrategies including technology tocommunicate with parents or guardiansstudents and staff (eg an updatedwebsite)

Accountability

A Administration is partof the annual self-evaluation process

B Administration is partof the interim reviewprocess

C Administrationcompletes annual Collegeand Career ReadinessComprehensive SchoolCounseling Programupdates to local board ofeducation

D Administrationunderstands the value ofCollege and CareerReadiness ComprehensiveSchool CounselingProgram and has reviewedthe inappropriate activitychecklist in the UtahModel

School Counselor Checklist

A School counselorsadvocate for a curriculum thatprepares all students forcollege (one two or fouryears) and career and includesopportunities for college-levelwork for advanced students

B Counselors are current andfollow applicable laws (egFERPA PPRA and AIANUtah residency regulations)Required forms are used

C Plan for College andCareer Readiness individualconference is conducted bylicensed school counselor

D An extensive evidence boxis updated annually

11

Comments

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 13: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 1 Every Student All program elements are designed to recognize and address the diverse needs of every student Achievement and dropout data are used to guide the College and Career Readiness Comprehensive School Counseling Program which can include closing-the-gap program improvement projects This standard provides the platform for a guidance program that reaches 100 percent of students All other standards should have provided evidence that the program meets this standard

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Identifi-cation of Diverse Populations Students

A Evidence shows the Collegeand Career Readiness Comprehensive School Counseling Program and the school improvement team have identified student populations according to their diversity and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant

studentsbull First generation college

students

A Evidence showsthat most special student populations have been identified school-wide and services have been designed to meet their needs This includes but is not limited to bull Academically challenged

studentsbull Economically challenged

studentsbull Students with diverse ethnic or

cultural backgroundsbull Students with disabilitiesbull Academically talented studentsbull Students with limited English

proficiencybull Refugee and immigrant studentsbull First generation college students

A Evidence showsthat some special studentpopulations have been identifiedschool-wide and services havebeen designed to meet theirneeds

2 Demonstra-ted use ofmodifi-cations to theprogrambased on data

A Counselors are using ongoingevaluation to adapt and modifythe Program in order to meet theneeds of all students especiallystudents of diverse backgrounds

B Evidence is provided thatcounselors have disaggregatedachievement data to measure thesuccess and provide equity ineducational opportunities

C There is evidence ofcounselorsrsquo use ofrelevant longitudinal closing-the-gap data

D Counselors are using theSOAR Accountability Report toprepare for the following yearrsquosdata project

A There is some evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is some use ofdisaggregated data to provideequity in educational opportunitiesfor all students

C There is some evidence of relevant longitudinal closing-the-gap data

A There is little evidence thatmaterials and Program contenthave been modified to meet theneeds of diverse students

B There is little use ofdisaggregated data to provideeducational opportunities for allstudents

C There is little evidence of relevant longitudinal closing-the-gap data

12

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 14: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 1 Every Student School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASURABLE goal for student outcomes

Improvement Plan Component

STANDARD 1 Every Student Review Team Summary Strengths

Recommendations

13

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 15: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 2 Data and Program Effectiveness The program uses current school data including a formal studentparentteacherCollege and Career Readiness Comprehensive School Counseling Program needs assessment that is completed and analyzed at least every three (3) years School Counselor Curricula program improvement projects are implemented to assist every student

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Assessment Use ofData and Program Effectiveness

A An appropriate formal Comprehensive School CounselingProgram needs assessment has beencompleted one school year prior to thesite review and in a time frame thatallows the results to be addressedwithin the current program

B The Comprehensive SchoolCounseling Program needs assessmentincludes feedback from parentsstudents faculty and theadministration

A A formal ComprehensiveSchool Counseling Program needsassessment has been completedwithin the same school year as thesite review

B The Comprehensive SchoolCounseling Program needsassessment includes some feedbackfrom parents students faculty andthe administration

A Needs data is too outdated tohave been implemented in thecurrent program

B The needs assessment is basedon an incomplete sample of datafrom parents students and faculty

(The purpose of this standard is to give a general overview of needs)

2 Analysis andImplementation

A Needs assessment addressesComprehensive School CounselingProgram student outcomes consistentwith the Utah Model and appropriateschool district state and nationalstandards and goals

A The needs assessment partiallyaddresses Comprehensive SchoolCounseling Program studentcompetencies with appropriateschool district state and nationalstandards

A The needs assessment does not address Comprehensive School Counseling Program student outcomes

B Program goals and interventions aredeveloped based on an analysis of theneeds assessment school data and theComprehensive School CounselingProgram Delivery System

B Program goals and interventionsare developed based on somereview of school data

B Program goals and interventionsare developed based on little or noreview of school data

C Data is disaggregated by genderraceethnicityculture socioeconomicstatus or other identified schoolpopulations

C Some data is disaggregated bygender raceethnicityculturesocioeconomic status or otheridentified school populations

C Data is not disaggregated

3 ProgramImprovement Projects for Program Effectiveness

A Effective program improvementprojects for school counselorcurriculum activities have beendesigned and implemented for programeffectiveness

A Program improvement projectsfor guidance activities have beenimplemented but there is nomeasure for program effectiveness

A Program improvement projectsfor guidance activities are notdeveloped or implemented

4 Self-Evaluation

A Documentation is provided fortimely submission of the annual self-evaluation

A No evidence is provided forsubmission of the annual self-evaluation

A No annual self-evaluation wascompleted

5 ProfessionalObligationsLeadership

A Annual presentations on dataprojects have been made to schoolfaculty and board of education

A Presentations on data projectshave been made to school facultyand board of education onoccasion

A No presentations on programimprovement projects have beenmade to the school faculty andboard of education

B Occasional participation indistrictregional interim review ofdata projects

B Documentation is provided foryearly participation in districtregionalinterim review of data projects

B Documentation is provided forbi-annual participation indistrictregional interim review ofdata projects

6 American IndianAlaska Native Students (See American IndianAlaskan Native Sovereignty statement)

A Counselors work annually with TitleVII coordinator to collect longitudinaldata on AIAN students including butnot limited to progress towardgraduation

A Counselors work with Title VIIcoordinator to collect some data onAIAN students

A Counselors rely on Title VII coordinator to track AIAN students

14

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 16: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 2 Data and Program Effectiveness School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 2 Data and Program Effectiveness Review Team Summary Strengths

Recommendations

15

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 17: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 3 Plan for College and Career Ready Process Programs shall establish Plans for College and Career Ready forevery student both as a process and a product consistent with local board policy and the goals of the College and Career Readiness Comprehensive School Counseling Program Secondary School Accreditation (R277-413) and Career Technology Education (R277-911) Every student will be involved in planning for college and career readiness by participating in but not limited to individual small group and large group presentations several times a year

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and implementation

2 Approaching Standard Limited level of

development and implementation

1 Needs Improvement Low level of development and implementation

1 Student

A Every student has a Plan for College andCareer Readiness conference each year andparticipates in multiple Plan for College andCareer Readiness activities each year

B Data has been collected and analyzed for best practices on student participation

A Every student has a Plan for Collegeand Career Readiness conference each year and participates in at least one Plan forCollege and Career Readiness activities

B Data has been collected on studentparticipation

A Students are invited to participate in an individual Plan for College and Career Readiness conferences

B No data has been collected onstudent participation

2 Parent

A Multiple efforts have been made toinclude a parentguardian for every student

A Some efforts have been made to include a parentguardian for every student

A Parentsguardians are invited toparticipate in the Plan for College andCareer Readiness conferences by onlyone method

B Documentation of parent signatures on aPlan for College and Career Readiness formare maintained for each student

B Some documentation of parentsignatures on a Plan for College and Career Readiness form is maintained for each student

B Limited or no documentation ofparent signatures on a Plan for College and Career Readiness form is maintained for each student

3 Counselor

A The counselors conduct more than oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A The counselors conduct at least oneindividual Plan for College and CareerReadiness conference with every studentduring the studentrsquos enrollment at the school

A Counselors do not meet in individualconferences with every student during the studentrsquos enrollment at the schoolbut they directly supervise othereducators in such conferences

B The counselors have designed and areusing objectives by each grade level a checklist for Plan for College and Career Readiness activities

B The counselors are only followingobjectives by grade level checklist for a Plan for College and Career Readiness as outlined in UtahFutures

B The counselors are not followingobjectives by grade level checklist forPlan for College and Career Readinesseither site-designed nor UtahFutures

4 Curricula

A School counselors ensure that all students understand before grade 9 whatcoursework prepares them for a career- andcollege-ready curriculum for one- two- and four-year degrees

B All students develop a four-year courseplan before the end of grade 8 that leads to afulfilling college- and career-ready curriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that moststudents understand before grade 9 whatcoursework prepares them for a career- and college-ready curriculum for one- two- and four-year degrees

B Most students develop a four-year course plan before the end of grade 8 thatleads to a fulfilling college and career readycurriculum Plans are updated annually so that by the end of grade 12 students have aplan for four years and beyond high school

A School counselors ensure that somestudents understand before grade 9what coursework prepares them forcareer- and college-ready curriculum forone- two- and four-year degrees

B Some students develop a four-year course plan before the end of grade 8Plans are updated annually so that by the end of grade 12 students have a planfor four years and beyond high school

5 Assessments

A School counselors utilize performancedata to identify and inform individual students about their academic proficiencyand college and career readiness

A In small groups school counselorsreview performance data with students about their academic proficiency andcollege and career readiness

A School counselors just hand back performance data to students

6 Support Network

and c

A Through a structured program of activities school counselors work to facilitate relationships with educators to provide services for students about college- career-ready access

A School counselors facilitate services for students about college- and career-readyaccess

A School counselors do not facilitate orprovide services to students aboutcollege- and career-ready access

7 Entry Assistance

A School counselors ensure that all students prepare for and take the appropriate collegeentrance or admissions exams at least byjunior year

A School counselors ensure that allstudents are aware of appropriate collegeentrance or admissions exams

A School counselors ensure thatstudents are aware of college entrance oradmissions exams

B School counselors assist all students inpursuing realistic goals in their career andcollege search using UtahFutures

B School personnel assist all students intheir career and college search

B Students are aware of college searchtools

C School counselors assist all students incompleting at least one college applicationjob application or apprenticeship applicationper year beginning in the 7th grade

C School counselors assist most students in completing at least one collegeapplication job application orapprenticeship application per yearbeginning in the 7th grade

C School counselors assist somestudents in completing at least onecollege application job application orapprenticeship application per yearbeginning in the 7th grade

8 FinancialAwareness

A Organize guidance activities workshops for all students and all parents to informthem prior to 9th grade about collegeaffordability scholarship and aid sourcesand financial aid processes This is anongoing process through grade 12

A Some guidance activities and workshops are organized for students and parents toinform them about college affordabilityscholarship and aid sources and financial aid processes This is an ongoing process through grade 12

A Little or no guidance activities or workshops are organized for students and parents to inform them aboutcollege affordability scholarship and aidsources and financial aid processesThis is an ongoing process throughgrade 12

16

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 18: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 3 Plan for College and Career Ready Process School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 3 Plan for College and Career Ready Process Review Team Summary Strengths

Recommendations

17

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 19: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 4 Career Awareness Exploration and Literacy The College and Career Readiness Comprehensive School

Counseling Program provides career literacy assistance for all students which includes career awareness and exploration job search job application interview skills and post-high school opportunities

Levels of Performance

School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Grade K-6

NA

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program Some measures of effectiveness have been implemented

A The College and Career Readiness activities are sequenced throughout K- 6 grades and have become an integral part of the whole school curriculum Evidence is gathered annually to determine the effectiveness of the College and Career Readiness Program No measures of effectiveness have been implemented

2 Grade 7

NA

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered annually to determine the effectiveness of the counselorrsquos presentations in College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course and have become an integral part of the College and Career Readiness Comprehensive School Counseling Program Evidence is gathered to determine the effectiveness of the College and Career Awareness course

A The College and Career Awareness development activities are sequenced throughout the College and Career Awareness course with some involvement of the school counselors Some measures of effectiveness have been implemented

B Counselors are members of the College and Career Awareness team and meet with the team regularly and have planned the course outline for the year

C School counselors are teaching the College and Career Awareness lessons in the order and timeframe as outlined by the USOE College and Career Awareness Program

B Counselors participate as members of the College and Career Awareness team

C The College and Career Awareness lessons are taught as outlined by the USOE College and Career Awareness Program by only the CTE teacher

B Counselors have some participation in the delivery of career development activities

C The College and Career Awareness lessons are being taught

3 Grades 7 ndash 12

A Career exploration and developmental activities are fully developed and provided for all students at multiple times during each grade level (eg Career Day)

B School counselors work with the WBL Coordinator to facilitate supports for students in internships and the studentrsquos goals are outlined in the Plan for College and Career Readiness student folder

A Career exploration and developmental activities are provided for all students at each grade level

B The WBL Coordinator facilitates placement for students in internships with little coordination with the school counselor

A Some career exploration and developmental activities are provided but not all students at a given grade level have been reached

B The WBL Coordinator facilitates placement for students in internships with no coordination with the school counselor

C Career exploration and development activities using CTE Pathways at each grade level

C Students explore CTE Pathways in addition to the traditional exploration searches

C Career literacy activities using CTE Pathway materials are provided for all students multiple times during the middlejunior high and high school levels to assure CTE Pathway completion D Every student is provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices Students have a clearunderstanding of Career Literacy

D A majority of students are provided with grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

D Students have been provided with some grade-level-appropriate assistance in next-step planning and in developing employability skills job-seeking and -finding skills post-high school placement skills and school success practices

18

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 20: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 4 Career Awareness Exploration and Literacy School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 4 Career Awareness Exploration and LiteracyReview Team Summary

Strengths

Recommendations

19

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 21: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Direct Services

STANDARD 5 School Counselor Curriculum The program delivers a developmental and sequential guidance curriculum inharmony with content standards identified in the Utah Model for College and Career Readiness Comprehensive School Counseling Program The guidance curriculum is prioritized according to the results of the school needs assessment process

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and implementation

1 CurriculumContent

A Counselors have used needs datacollection and analysis of schoolimprovement plan goals to prioritizestrategies and interventions within theCollege and Career ReadinessComprehensive School CounselingProgram

A Counselors have used needsdata collection and analysis toprioritize strategies andinterventions within the Collegeand Career ReadinessComprehensive SchoolCounseling Program

A Results of the needs data collectionare not used to prioritize programcontent

B Evidence is provided that theschool counselor curriculum is inharmony with the College and CareerReadiness Comprehensive SchoolCounseling Program StudentMindsets and Competencies identifiedin the Utah Model and is supportiveof school improvement goals

B Some evidence is provided thatthe school counselor curriculum isin harmony with the College andCareer Readiness ComprehensiveSchool Counseling ProgramStudent Mindsets andCompetencies identified in theUtah Model

B College and Career ReadinessComprehensive School CounselingProgram Curriculum is chosenwithout reference to the College andCareer Readiness ComprehensiveSchool Counseling Program StudentMindsets and Competencies

C Counselors have implemented aschool counselor curriculum to meetcontent standards not covered byclassroom teachers The curriculumsupports school improvement plans

C Counselors haveimplemented some schoolcounselor curriculum to meetcontent standards not covered byclassroom teachers

C Counselors have implemented littleschool counselor curriculum to meetcontent standards not covered byclassroom teachers

D Activities are provided to targetgaps based on data for diversestudents regarding school functioneducation values and expectations inan effort to maximize studentachievement good behaviorattendance and prevention

D Some activities to target gapsbased on data for diverse studentsregarding school functioneducation values and expectationsin an effort to maximize studentachievement good behavior andattendance

D Little or no activities are providedfor diverse students regarding schoolfunction education values andexpectations in an effort to maximizestudent achievement good behaviorand attendance

2 CurriculumDelivery

A Counselors are actively involved inteaching a curriculum that supportsschool improvement goals

A Counselors are involved inteaching the guidance curriculum

A Counselors teach or provide theguidance curriculum only uponrequest

B All faculty have been surveyed todetermine which of the identifiedcompetencies they are teachingResults are compiled every 3 yearsand are used for full implementationof curriculum currently being taughtby counselors

B All faculty members have beensurveyed to determine which ofthe identified competencies theyare teaching Results are compiledevery 6 years and used todetermine what curriculum will betaught by counselors

B Some data is gathered from thefaculty to determine which Collegeand Career Readiness ComprehensiveSchool Counseling Program studentoutcomes have been included in theclassroom

3 Breaking DownBarriers

A School counselors implementvarying strategies and instructionalstyles recognizing differing needsamong students including studentswith disabilities

A School counselors have begunto implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

A School counselors are aware of theneed to implement varying strategiesand instructional styles recognizingdiffering needs among studentsincluding students with disabilities

B School counselors provideyearly guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B School counselors providesome guidance activities thatsupport student awareness ofrigorous program of study (egCE AP Honors)

B No guidance activities are providedto support student in rigorousprogram of study (eg CE APHonors)

20

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 22: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Direct Services

Overall rating for this standard 3 2 1

STANDARD 5 School Counselor Curriculum School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 5 School Guidance Curriculum Review Team Summary Strengths

Recommendations

21

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 23: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Direct Services

STANDARD 6 Responsive Services and Dropout Prevention These services are available to address the immediateconcerns and identified needs of all students through an education-oriented and programmatic approach and in collaboration with existing school programs and coordination with family school and community resources

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Prevention

A Provisions have been made forcounselor availability and timelyresponse to student staff and parentneeds A possible counselor schedulerotation during Plan for College andCareer Readiness conference

A Provisions have been made forcounselor availability

A No provisions have been madefor counselor availability

B School counselors help all studentswho are not on track for high schoolgraduation and create anindividualized plan for college andcareer readiness

B School counselors help somestudents who are not on track forhigh school graduation and create anindividualized plan for college andcareer readiness

B School counselors followstudents who are not on track forhigh school graduation

C There is evidence of effectivecoordination with existing school anddistrict programs and collaborationwith school community and familyresources

C There is some coordination withexisting school and district programsand collaboration with schoolcommunity and family resources

C There is little coordination withexisting school and districtprograms and collaboration withschool community and family resources

D Counselors use a system approach(eg Myrickrsquos model or RtI Model) todeliver information to students aboutgrowth development and transitionissues to empower students tosuccessfully navigate developmentalchallenges and life events

D Counselors deliver information tostudents about growth developmentand transition issues to empowerstudents to successfully navigatedevelopmental challenges and lifeevents

D Counselors rely primarily on acrisis response format to deliverinformation to students about lifeevents

2 Intervention

A Programs and activities have beenimplemented that address issuesidentified from the needs data collection and analysis

A Programs and activities have beenimplemented for students

A No intervention activities

B A comprehensive system of data-based interventions for dropoutprevention specific to each schoolhave been implemented

B Some data-based interventions fordropout prevention specific to eachschool have been implemented

B Few or no data-basedinterventions for dropoutprevention specific to each schoolhave been implemented

C Complete results data for dropout prevention interventions are documented

C Some results data for dropout prevention interventions are documented

C Little or no results data for dropout prevention interventions are documented

D The College and Career ReadinessComprehensive School CounselingProgram provides ongoing effectivegroup counseling (eg grief divorcetransitions or bullying) which isresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issuesresponsive to school needs data andschool improvement plans isimplemented

D The College and Career ReadinessComprehensive School CounselingProgram uses outside resources forgroup counseling which areresponsive to school needs data

E School Counselor Curriculum todeal with ongoing student issues isimplemented

D Some groups are organizedTheir relation to school needs dataand school improvement goals isnot clear

E There are no activities to helpstudents deal with ongoingdevelopmental issues

F Counselors effectively follow-upwith students as required following aresponsive services contact

F There is some follow-up withstudent as required following aresponsive services contact

F Little or no effort is made tofollow up with students

G District and school crisis response plans are in place and are updated H All counselors are trained in an evidence-based crisis model and counselors are fully aware of execution of crisis response plan

G District and school crisis responseplans are in place

H Counselor training has beenprovided and counselors are aware ofa crisis response plan

G The district response plan is notclear

H No Counselor training has beenprovided

22

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 24: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Direct Services

Overall rating for this standard 3 2 1

STANDARD 6 Responsive Services School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals and one MEASUREABLE goal for student outcomes

Improvement Plan Component

STANDARD 6 Responsive Services Review Team Summary Strengths

Recommendations

23

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 25: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 7 Program Leadership and Management Structures and processes are in place to ensure effective program management including an advisory committee Evidence is present that counselors are working as program leaders and the School Counseling team is an integral part of the school improvement team

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development and

implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation 1 AdvisoryCommittee

A The College and Career ReadinessComprehensive School CounselingProgram Advisory Committee meets atleast quarterly

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least semi-annually

A The College and CareerReadiness Comprehensive SchoolCounseling Program AdvisoryCommittee meets at least annually

B Membership includes diverserepresentatives from counselorsadministration faculty and parentscommunity members business partnersand students and the membershiprepresents the diverse populations in thecommunity

B Membership includes diverserepresentatives from counselorsadministration faculty parentscommunity and students

B Membership is diverse butprovides a limited role forstakeholders

C The advisory committee supports andassists the College and Career ReadinessComprehensive School CounselingProgram in developing specific guidelinesand goals for student achievement basedon an assessment of student needs andother measurable data and consistent withthe school improvement plan

C The advisory committee as acommunity focus group givesattention to current schooldistrictgoals and student needs

C The advisory committee haslimited input to the College andCareer Readiness ComprehensiveSchool Counseling Program andschool improvement planCounselors do not participate on aregular basis with the designatedadvisory committee

D Agendas and minutes of all meetingsare available and clearly reflect thepurposes and goals of the College andCareer Readiness Comprehensive SchoolCounseling Program

D Some agendas and minutes of allmeetings are available

D Few or no agendas andminutes are available

2 ProgramLeadership

A College and Career ReadinessComprehensive School CounselingProgram team has facilitated the inclusionof AIAN African American AsianAmerican HispanicLatino and PacificIslander parent guardian or significantadult concerns in the school improvementplan

A College and Career ReadinessComprehensive School CounselingProgram team has attempted theinclusion of disaggregated groups ofparent guardian or significant adultconcerns in the schoolimprovement plan

A College and Career ReadinessComprehensive SchoolCounseling Program team has notincluded membership of diversepopulations or significant adultconcerns in the schoolimprovement plan

B Evidence is present thatComprehensive School CounselingProgram members meet monthly withteam members to discuss programmingand student needs

B Evidence is present thatComprehensive School CounselingProgram members meet every othermonth with team members todiscuss programming and studentneeds

B Evidence is present thatComprehensive SchoolCounseling Program meetings takeplace as needed

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staff relatedto College and Career ReadinessComprehensive School CounselingProgram student achievement and theschool improvement plan

C The Comprehensive SchoolCounseling Program team providestraining and in-service for the staffabout the College and CareerReadiness Comprehensive SchoolCounseling Program

C The Comprehensive SchoolCounseling Program team has notprovided training and in-servicefor staff related to College andCareer Readiness ComprehensiveSchool Counseling Program andthe relationship to improvedstudent achievement

3 SchoolImprovement Team

A The College and Career ReadinessComprehensive School CounselingProgram team is actively involved withthe administration and school staff indesigning implementing and evaluatingthe school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team has someinvolvement in the implementationof the school improvement plan

A The College and CareerReadiness Comprehensive SchoolCounseling Program team haslimited involvement in theimplementation of the schoolimprovement plan

24

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 26: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 7 Program Leadership and Management School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 7 Program Leadership and Management Review Team Summary Strengths

Recommendations

25

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 27: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 8 Interschool Communication This includes communication collaboration and coordination with the feeder system regarding the College and Career Readiness Comprehensive School Counseling Program The College and Career Readiness Comprehensive School Counseling Program is discussed and coordinated as a K-12 concept

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 SecondaryCoordination

A Secondary counselors have aplanned formal calendaredquarterly meeting with cone(feeder system)

A Secondary counselors havea formal calendared twice-yearly meeting with cone(feeder system)

A Secondary counselorshave an annual meeting

B Written agendas and minutesare available Agendas reflecttransition plans from juniorhighmiddle school to highschool

B Written agendas andminutes are available

B Written agendas andminutes are not available

C Curriculum and activities arewell coordinated from level tolevel including CTE Pathways

C Some curriculum andactivities are coordinated fromlevel to level

C Curriculum and activitiesare not coordinated fromlevel to level

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within the feedersystem(s) to share informationabout all students in regards tostudent identification studentneeds and transitions

D College and CareerReadiness ComprehensiveSchool Counseling Programworks within feeder system(s)to share informationabout most students in regardsto student identificationstudent needs and transitions

D Within the feeder systemsome attempt has been madeto share information aboutmost students in regards toidentification student needsand transitions

2 CollaborationK-12

A Elementary counselors orrepresentatives and secondarycounselors meet at least twiceyearly within feeder system(s) toplan for student transition

A Programs within the feedersystem(s) meet at least onceper year to plan for studenttransition

A Opportunities fortransition are limited to theregistration process

B The Plan for College andCareer Readiness process andmaterials are coordinated withdistrict and schoolimprovement goals

B The Plan for College andCareer Readiness process andmaterials are coordinated withsome feeder schools

B The Plan for College andCareer Readiness processand materials are exchangedwith feeder schools

C Individual studentinformation to support studentin dropout prevention andresponsive services isexchanged in a coordinatedprocess

C Individual studentinformation to support studentin responsive services isexchanged in a coordinatedprocess

C Individual studentinformation to supportresponsive services isoccasionally shared

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions and activities tomeet the needs of all studentsincluding specific activities fordiverse populations

D This College and CareerReadiness ComprehensiveSchool Counseling Programcollaborates in the feedersystem(s) to provide effectivetransitions to meet the needsof most students includingspecific activities for diversepopulations

D Some College and CareerReadiness ComprehensiveSchool Counseling Programin the feeder systemcollaborate to provideeffective transitions andsupport for a few diversestudents in the system

26

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 28: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 8 Interschool Communication School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD V Interschool Communication Review Team Summary Strengths

Recommendations

27

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 29: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 9 Time Allocation Evidence is provided that EIGHTY-FIVE PERCENT of aggregate counselorsrsquo time is devoted to DIRECT services to students through a balanced program of individual planning guidance curriculum and responsive services consistent with the results of school needs data

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level

of development and implementation

1 Target TimeAllocation

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established and customized tomeet the needs of the individualschool

A Target time for College andCareer Readiness ComprehensiveSchool Counseling Program hasbeen established using themodelrsquos suggested times

A No record of target times forschool counselors

2 Time andTask Analysis

A Time and task analysis in all fourCollege and Career ReadinessComprehensive School CounselingProgram components are charted byevery counselor every 3 years (egone day each week or one week permonthmdashat least ten sample days)

A Time and task analysis in allfour College and CareerReadiness ComprehensiveSchool Counseling Programcomponents are charted by everycounselor every 6 years

A Time and task analysis in all four College and Career Readiness Comprehensive School Counseling Program components are not clearly charted by every counselor regularly

3 DirectServices to Students

A Eighty-five percent of eachcounselorrsquos contract time is spent ondirect services (guidance curriculumindividual planning and responsiveservices)

A Eighty percent of eachcounselorrsquos contract time is spenton direct services

A At least 80 percent of somecounselorrsquos contract time isspent on direct services

4 Calendar

A A full-year College and CareerReadiness Comprehensive SchoolCounseling Program calendar isprovided that correlates with thecounselorrsquos target time allocationsand school improvement goals

A A full-year College and CareerReadiness ComprehensiveSchool Counseling Programcalendar is provided that definessome Comprehensive SchoolCounseling Program activities

A A school calendar is looselyaligned with College and CareerReadiness ComprehensiveSchool Counseling Program andlists general activities

B A current calendar is posted andupdated regularly on the schoolrsquosCollege and Career ReadinessComprehensive School CounselingProgram web page or other venuesandor languages supportive to theirstudents and parents

B A current calendar is postedon the schoolrsquos College andCareer Readiness ComprehensiveSchool Counseling Program webpage

B No current calendar isestablished for students orparents

5 Non-Guidance Activities

A Non-guidance activities areeliminated from every counselorrsquosduties through a strong integrationwith the Utah College and CareerReadiness Comprehensive SchoolCounseling Program Model andschool improvement processes

A Counselor ldquofair sharerdquoresponsibilities are consistentwith the Utah College and CareerReadiness ComprehensiveSchool Counseling ProgramModel and school improvementplans and goals

A Counselors haveresponsibilities not consistentwith the Utah College andCareer ReadinessComprehensive SchoolCounseling Program Model orschool improvement plans andgoals

B Counselors have no responsibilityfor standardized test administrationor coordination

B Counselors are not chieflyresponsible for standardizedtest administration orcoordination

B Counselors have primaryresponsibility for standardizedtest administration orcoordination

C Counselors serve as advisors formaster schedule building but theydo not have primary responsibility

C Counselors have someresponsibility for masterschedule building but they donot have primaryresponsibility

C Counselors have primaryresponsibility for masterschedule building

28

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 30: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 9 Time Allocation School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 9 Time Allocation Review Team Summary Strengths

Recommendations

29

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 31: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training Regular participation of guidance team members in USOE sponsored College and Career Readiness Comprehensive School Counseling Program Training

Levels of Performance School Team ndash Circle the boxes or highlight the indicators for your self-evaluation of your program performance Review Team ndash Check the boxes that indicate your evaluation of this programrsquos level of performance

Indicators 3

Meets Standard FULLY functioning level of development

and implementation

2 Approaching Standard Limited

level of development and implementation

1 Needs Improvement Low level of development and

implementation

1 Training ampProgram Updates

NA

A All counseling team membersand administrators have recentlywithin the last 5 yearsparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training tosupport the integration of theComprehensive Counseling andGuidance Program with theAdvancedEd SchoolImprovement Plan

B All school counselors inschools with 7th grade studentshave attended the USOE Collegeand Career Awareness training

A Most counseling teammembers and administrators haveparticipated in USOE-sponsoredCollege and Career ReadinessComprehensive SchoolCounseling Program Training ampUpdates

B Only school counselorsserving 7th grade students haveattended the USOE College andCareer Awareness training

A Some counseling teammembers have participatedin USOE-sponsored Collegeand Career ReadinessComprehensive SchoolCounseling ProgramTraining amp Updates

B No school counselorshave attended the USOECollege and CareerAwareness training

2 ProfessionalDevelopment

A All counseling team membersndash administrators and counselors ndashhave regularly accessed available yearly state training opportunities (eg CTE Summer ConferenceCollege and Career Readiness Comprehensive School Counseling Program Training)

A Most counselors have accessedavailable yearly state trainingopportunities (eg CTE SummerConference College and CareerReadiness Comprehensive SchoolCounseling Program Training)

A Few counselor(s) haveaccessed available state anddistrict yearly trainingopportunities

B Counselors participate inprofessional developmentactivities to support schoolimprovement goals and desiredresults for student learning

B Counselors participate inyearly professional developmentactivities

B Counselors have limitedparticipation in yearlyprofessional developmentactivities

C All counselors havemembership in and participate inprofessional organizations

C Most counselors havemembership in and participate inprofessional organizations

C Few counselors havemembership in andparticipate in professionalorganizations

3 AIAN

A Counselors are workingtoward fulfilling the componentsof the AIAN training for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the AIANtraining for school counselors

A Counselors have notattended any diversitytraining

4 CCRCertificate

A Counselors are workingtoward fulfilling the componentsof the College and CareerReadiness Certificate for schoolcounselors which leads to bestpractices for all students

A Counselors are aware of andworking toward fulfilling thecomponents of the College andCareer Readiness Certificatetraining for school counselors

A Counselors have notattended any training

30

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 32: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Overall rating for this standard 3 2 1

STANDARD 10 College and Career Readiness Comprehensive School Counseling Program Training School Team ndash Describe how the program has addressed recommendations from the last review

School Team ndash Describe new program goals

Improvement Plan Component

STANDARD 10 College and Career Readiness Comprehensive School Counseling ProgramTraining Review Team Summary Strengths

Recommendations

31

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 33: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Notes and Overall remarks

Review Team Summary

Overall Strengths

Overall Recommendations

Notes

32

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 34: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

School name and district_______________________________________________

ALL standards must be met for a program to be an approved College and Career Readiness Comprehensive School Counseling Program If all standards are not met the school may be held harmless without losing funding provided the program passes a re-evaluation within that next school year period Please review page 5 of this document If a re review is found necessary an action plan will be outlined with the USOE School Counseling Specialist

The overall recommendation by the On-Site Review Committee of the schoolrsquos College and Career Readiness Comprehensive School Counseling Program is (check one and provide dates)

Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program

Next Interim review will take place in school year 20 - 20

Next On-site review will take place in school year 20 - 20

Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or morestandards requires a follow-up review in the next school year by the same review team Date of follow-up review

Failed Date follow-up meeting must be completed by

School administrator signature as evidence of participation in and attendance at this review

Date

ON-SITE REVIEW COMMITTEE MEMBER SIGNATURES Administrator Member SchoolDistrictCharter School

CTESS Member SchoolDistrictCharter School

Counselor Member SchoolDistrictCharter School

SCHOOL being evaluated school counselor MEMBER SIGNATURES Counselor Counselor

Counselor Counselor

Counselor Counselor

SCHOOL DISTICT APPROVAL Please provide the following signatures DistrictCharter School CTE Director Date

DistrictCharter School Student ServicesCounselor Supervisor Date

DistrictCharter School Superintendent Date

This form must be received by the College and Career Readiness Comprehensive School Counseling Program Specialist at the USOE on or before May 1st of the school year during which the on-site review is scheduled

33

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 35: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Resources from NOSCA National Office for School Counselor AdvocacyCollege Board - Advocacy amp Policy Center httpnoscacollegeboardorg

Principal-Counselor Relationships

httpnoscacollegeboardorgresearch-policiesprincipal-counseloraffiliateId=noscaheroampbannerId=counselor

Eight Components of College and Career Readiness Counseling httpmediacollegeboardcomdigitalServicespdfnosca10b_2217_EightComponents_WEB_100625pdf

Elementary School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4383_ES_Counselor_Guide_WEB_120213pdf

Middle School Guide httpmediacollegeboardcomdigitalServicespdfadvocacynosca11b-4382_MS_Counselor_Guide_WEB_120213pdf

High School Guide httpmediacollegeboardcomdigitalServicespdfnosca11b-4151_HS_Counselor_Guide_webpdf

35

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]
Page 36: UTAH COLLEGE AND CAREER READINESS COMPREHENSIVE SCHOOL … · Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon. Gysbers, N.C. (2001)

Utah State Office of Education 250 East 500 South PO Box 144200

Salt Lake City UT 84114-4200

37

  • Evaluation_cover_2015 FINAL
  • blank page
  • 1The foundation of our work in Utah2
  • 2Review Protocol3
  • 3block
  • 4CCGP Performance Review
  • 6assurances
  • 7Standard 1
  • 8Standard 2
  • 9Standard 3
  • 10Standard 4
  • 11Standard 5
  • 12Standard 6
  • 13Standard 7
  • 14Standard 8
  • 15Standard 9
  • 16Standard 10
  • 17summary of team
  • 19On-Site_Review_Signatures
  • blank page
  • Resources from NOSCA
  • Back cover
      1. School
      2. District
      3. Date
      4. Program Approval Off
      5. Interim Review Off
      6. Submitted by
      7. Graduation rates Off
      8. Individual Learning Plans Plan for College and Career Readiness data Off
      9. 8th grade completion Off
      10. 9th grade ontrack for graduation Off
      11. Disaggregated Groups Off
      12. Counselor response to dropout behaviors Off
      13. Written evidence that the On
      14. board has adopted the Off
      15. Studentlicensed school counselor ratio On
      16. in terms of percentage of contract time Off
      17. Does not meet ratio and district has Off
      18. submitted ratio plan to the USOE Off
      19. Districtcharter school On
      20. counseling leaders provide Off
      21. The school counseling team has worked On
      22. with the district and the school Off
      23. A Administration is On
      24. trained in College and Off
      25. B Administration assists On
      26. counselors in obtaining Off
      27. C Administration and On
      28. school counselors meet Off
      29. A A College and Career On
      30. Readiness Comprehensive Off
      31. B A comprehensive set of On
      32. schoolwide data has been Off
      33. C The quality and On
      34. effectiveness of the Plan for Off
      35. Current ratio is
      36. A The Comprehensive School On
      37. Counseling Program facilities include Off
      38. B Sufficient clerical staff to support On
      39. College and Career Readiness Off
      40. C Uptodate computer facilities On
      41. software and assessment tools to meet Off
      42. D Extended days or hours aimed at On
      43. benefiting students and parents or Off
      44. E The College and Career Readiness On
      45. Comprehensive School Counseling Off
      46. A Administration is part On
      47. of the annual self Off
      48. B Administration is part On
      49. of the interim review Off
      50. C Administration On
      51. completes annual College Off
      52. D Administration On
      53. understands the value of Off
      54. A School counselors On
      55. advocate for a curriculum that Off
      56. B Counselors are current and On
      57. follow applicable laws eg Off
      58. C Plan for College and On
      59. Career Readiness individual Off
      60. D An extensive evidence box On
      61. is updated annually Off
      62. Comments
      63. A Evidence shows the College On
      64. and Career Readiness Off
      65. A Evidence shows Off
      66. that most special student Off
      67. A Evidence shows_2 Off
      68. that some special student Off
      69. A Counselors are using ongoing On
      70. evaluation to adapt and modify Off
      71. B Evidence is provided that On
      72. counselors have disaggregated Off
      73. C There is evidence of On
      74. counselors use of Off
      75. D Counselors are using the On
      76. SOAR Accountability Report to Off
      77. A There is some evidence that Off
      78. materials and Program content Off
      79. B There is some use of Off
      80. disaggregated data to provide Off
      81. C There is some evidence of Off
      82. relevant longitudinal closingthe Off
      83. A There is little evidence that Off
      84. materials and Program content_2 Off
      85. B There is little use of Off
      86. disaggregated data to provide_2 Off
      87. C There is little evidence of Off
      88. relevant longitudinal closing Off
      89. best practices on student participation Off
      90. A Organize guidance activities workshops On
      91. School name and district Dixie High School - Washington County
      92. Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
      93. Next Interim review will take place in school year 20
      94. 20
      95. Next Onsite review will take place in school year 20
      96. 20_2
      97. Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
      98. Date of followup review
      99. undefined_10 Off
      100. Failed Date followup meeting must be completed by
      101. Administrator Name 1 Sharla Campbell
      102. Standard 1 We have expanded the quality of our ACT Prep classes by making them an actual class rather than a workshop The ACT prep course is available to all students
      103. Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
      104. Improvement Plan 1 School improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of students scoring proficient in high stakes test scores
      105. Stregnths 1
      106. Recommendation 1
      107. Check 22A Off
      108. Check 211A Off
      109. Check 212B Off
      110. Check 211B Off
      111. Check 21A Yes
      112. Check 22AC Off
      113. Check 211AC Off
      114. Check 21BC Off
      115. Check 22BC Off
      116. Check 221BC Off
      117. Check 221ACC Off
      118. Check 222ACC Off
      119. check 221ACC1 Off
      120. Check 222BC Off
      121. Check 21AC Off
      122. Check 221BCC Off
      123. Check 221BCC1 Off
      124. Check 22C2C Off
      125. Check 21B Yes
      126. Check 222A Off
      127. Check 223A Yes
      128. Check 223B Yes
      129. Check 222B Off
      130. Check 221B Off
      131. Check 222C Off
      132. Check 232A Off
      133. Check 221A Off
      134. Check 243A Yes
      135. Check 242A Off
      136. Check 241A Off
      137. Check 251A Off
      138. Check 231A Off
      139. Check 221CC Off
      140. Check 232AC Off
      141. Check 233AC Off
      142. Check 231AC Off
      143. Check 233A Yes
      144. Check 242AC Off
      145. Check 243AC Off
      146. Check 241AC Off
      147. Check 252AC Off
      148. Check 253AC Off
      149. Check 251AC Off
      150. Check 252BC Off
      151. Check 253BC Off
      152. Check 251BC Off
      153. Check 262BC Off
      154. Check 261BC Off
      155. Check 263BC Off
      156. Check 253B Yes
      157. Check 252B Off
      158. Check 252A Off
      159. Check 262A Off
      160. Check 253A Yes
      161. Check 263A Yes
      162. Check 252BB Off
      163. Check 262AA Off
      164. Check 221C1 Off
      165. Check 221CC1 Off
      166. Check 221CC11 Yes
      167. Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
      168. Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
      169. Standard 2 Strengths
      170. Standard 2 Recommendation
      171. 313A On
      172. 312A Off
      173. 313AC Off
      174. 312AC Off
      175. 313B On
      176. 312B Off
      177. 311B Off
      178. 311BC Off
      179. 312BC Off
      180. 323A On
      181. 322A Off
      182. 311A Off
      183. 323AC Off
      184. 322AC Off
      185. 311AC Off
      186. 323B On
      187. 322B Off
      188. 323BC Off
      189. 322BC Off
      190. 321AC Off
      191. 311A1 Off
      192. 333A On
      193. 332A Off
      194. 321A Off
      195. 333AC Off
      196. 332AC Off
      197. 321BC Off
      198. 333B On
      199. 332B Off
      200. 331A Off
      201. 331AC Off
      202. 332BC Off
      203. 333BC Off
      204. 343A On
      205. 342A Off
      206. 331B Off
      207. 341A Off
      208. 343AC Off
      209. 342AC Off
      210. 331BC Off
      211. 343B On
      212. 342B Off
      213. 343BC Off
      214. 342BC Off
      215. 341BC Off
      216. 353A On
      217. 352A Off
      218. 341B Off
      219. 251A Off
      220. 353AC Off
      221. 352AC Off
      222. 351BC Off
      223. 363A On
      224. 362A Off
      225. 361A Off
      226. 363AC Off
      227. 362AC Off
      228. 361AC Off
      229. 341AC Off
      230. 373A On
      231. 372A Off
      232. 371A Off
      233. 373AC Off
      234. 372AC Off
      235. 371AC Off
      236. 373B On
      237. 372B Off
      238. 371B Off
      239. 373BC Off
      240. 372BC Off
      241. 371BC Off
      242. 373C On
      243. 372C Off
      244. 371C Off
      245. 383A Off
      246. 382A Off
      247. 381A Off
      248. 383AC Off
      249. 382AC Off
      250. 381AC Off
      251. Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
      252. Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
      253. Standard 3 Strengths
      254. Standard 3 Recommendations
      255. 413A Off
      256. 412A Off
      257. 411A Off
      258. 413AC Off
      259. 412AC Off
      260. 411AC Off
      261. NA Off
      262. 423A Off
      263. 422A Off
      264. 421A Off
      265. 423AC Off
      266. 422AC Off
      267. 421AC Off
      268. 423B Off
      269. 422B Off
      270. 421B Off
      271. 423BC Off
      272. 422BC Off
      273. 421BC Off
      274. 423C Off
      275. 422C Off
      276. 421C Off
      277. 423CC Off
      278. 422CC Off
      279. 421CC Off
      280. 433A On
      281. 432A Off
      282. 431A Off
      283. 433AC Off
      284. 432AC Off
      285. 431AC Off
      286. 433B On
      287. 432B Off
      288. 431B Off
      289. 433BC Off
      290. 432BC Off
      291. 431BC Off
      292. 433C On
      293. 432C Off
      294. 431C Off
      295. 433CC Off
      296. 432CC Off
      297. 431CC Off
      298. 433D On
      299. 432D Off
      300. 431D Off
      301. 433DC Off
      302. 432DC Off
      303. 431DC Off
      304. Standard 4 Goal Greater utilize the DXATC for Pathway completion
      305. Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
      306. Standard 4 Strengths
      307. Standard 4 Recommendations
      308. 513A On
      309. 512A Off
      310. 511A Off
      311. 513AC Off
      312. 512AC Off
      313. 513B On
      314. 512B Off
      315. 511B Off
      316. 513BC Off
      317. 512BC Off
      318. 511BC Off
      319. 513C On
      320. 513CC Off
      321. 512C Off
      322. 512DC Off
      323. 512CC Off
      324. 511C Off
      325. 511CC Off
      326. 513D On
      327. 513DC Off
      328. 512D Off
      329. 511D Off
      330. 511DC Off
      331. 523A On
      332. 522A Off
      333. 521A Off
      334. 521AC Off
      335. 522AC Off
      336. 523AC Off
      337. 523B On
      338. 522B Off
      339. 521B Off
      340. 523BC Off
      341. 522BC Off
      342. 521BC Off
      343. 533A On
      344. 532A Off
      345. 531A Off
      346. 533AC Off
      347. 532AC Off
      348. 531AC Off
      349. 531B Off
      350. 532B Off
      351. 533B On
      352. 532BC Off
      353. 531BC Off
      354. Standard 5 Goal Increase FAFSA completion
      355. Standard 5 Improvement School Improvement goal 1 College and career readiness
      356. Standard 5 Strengths
      357. Standard 5 Recommendations
      358. 613A On
      359. 612A Off
      360. 611A Off
      361. 613AC Off
      362. 612AC Off
      363. 611AC Off
      364. 613B On
      365. 612B Off
      366. 611B Off
      367. 613BC Off
      368. 612BC Off
      369. 611BC Off
      370. 613C On
      371. 612C Off
      372. 611C Off
      373. 613CC Off
      374. 612CC Off
      375. 611CC Off
      376. 613D On
      377. 612D Off
      378. 611D Off
      379. 613DC Off
      380. 612DC Off
      381. 611DC Off
      382. 622A Off
      383. 621A Off
      384. 622AC Off
      385. 623AC Off
      386. 622BC Off
      387. 621BC Off
      388. 623A On
      389. 622B Off
      390. 621B Off
      391. 623B On
      392. 623C On
      393. 622C Off
      394. 621C Off
      395. 623BC Off
      396. 623CC Off
      397. 622CC Off
      398. 621CC Off
      399. 621D Off
      400. 622D Off
      401. 621DC Off
      402. 622DC Off
      403. 623D On
      404. 622E Off
      405. 621E Off
      406. 621EC Off
      407. 622EC Off
      408. 623EC Off
      409. 623DC Off
      410. 623FC Off
      411. 622FC Off
      412. 621FC Off
      413. 621GC Off
      414. 621HC Off
      415. 622GC Off
      416. 622HC Off
      417. 623GC Off
      418. 623HC Off
      419. 623E On
      420. 623F On
      421. 622F Off
      422. 621F Off
      423. 623G On
      424. 622G Off
      425. 621G Off
      426. 623H On
      427. 622H Off
      428. 621H Off
      429. Standard 6 Describe Counselors are available to students throughout the school day Counselors make efforts to increase face to face time with students whether it be in the office the hallway between classes or the classroom13Intervention - We have implemented a credit recovery program that keeps the grade recovery process within our own walls at DHS We have also eliminated the cost for students to participate in credit recovery
      430. Standard 6 Goal Measure credit recovery completion rate and graduation rate
      431. Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
      432. Standard 6 Strengths
      433. Standard 6 Recommendations
      434. 713A On
      435. 711A Off
      436. 713AC Off
      437. 712AC Off
      438. 711AC Off
      439. 713B On
      440. 712B Off
      441. 711B Off
      442. 711BC Off
      443. 712BC Off
      444. 713BC Off
      445. 713C On
      446. 712C Off
      447. 711C Off
      448. 713CC Off
      449. 712CC Off
      450. 711CC Off
      451. 713D On
      452. 712D Off
      453. 711D Off
      454. 713DC Off
      455. 712DC Off
      456. 711DC Off
      457. 723A Off
      458. 712A Off
      459. 722A On
      460. 721A Off
      461. 723AC Off
      462. 722AC Off
      463. 721AC Off
      464. 723B On
      465. 722B Off
      466. 721B Off
      467. 723BC Off
      468. 722BC Off
      469. 721BC Off
      470. 723C Off
      471. 722C On
      472. 721C Off
      473. 723CC Off
      474. 722CC Off
      475. 721CC Off
      476. 733A On
      477. 732A Off
      478. 731A Off
      479. 731AC Off
      480. 732AC Off
      481. 733AC Off
      482. Standard 7 Leadership Although no minority adults ran for a position we have recruited a Hispanic parent to have more diversity within the advisory team We have also invited a members from the student council to rotate through the monthly meeting to provide student input
      483. Standard 7 Goal Provide more in-service for the faculty
      484. Standard 7 Improvment At one time or another the school advisory teams will address all school improvement goals 1313School Improvement goal 1 Increase college and career readiness13School Improvement goal 2 Improve number of student scoring proficient in test scores13School Improvement goal 3 improve graduation requirements
      485. Standard 7 Strengths
      486. Standard 7 Recommendations
      487. 813AC Off
      488. 812AC Off
      489. 811AC Off
      490. 813BC Off
      491. 811DC Off
      492. 812DC Off
      493. 813DC Off
      494. 811CC Off
      495. 812CC Off
      496. 813CC Off
      497. 811BC Off
      498. 812BC Off
      499. 813A On
      500. 813B On
      501. 813C On
      502. 813D Off
      503. 812A Off
      504. 812B Off
      505. 812C Off
      506. 812D On
      507. 811A Off
      508. 811B Off
      509. 811C Off
      510. 811D Off
      511. 821D Off
      512. 821B Off
      513. 821C Off
      514. 821A Off
      515. 822B Off
      516. 822C Off
      517. 822D Off
      518. 822A Off
      519. 823B On
      520. 823C On
      521. 823D On
      522. 823A On
      523. Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
      524. Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
      525. Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
      526. Standard 8 Strengths
      527. Standard 8 Recommendations
      528. 913A On
      529. 912A Off
      530. 911A Off
      531. 913AC Off
      532. 912AC Off
      533. 911AC Off
      534. 923A On
      535. 922A Off
      536. 922AC Off
      537. 921A Off
      538. 921AC Off
      539. 933A On
      540. 932A Off
      541. 931A Off
      542. 933AC Off
      543. 932AC Off
      544. 931AC Off
      545. 943A On
      546. 942A Off
      547. 941A Off
      548. 943AC Off
      549. 942AC Off
      550. 941AC Off
      551. 942B Off
      552. 941B Off
      553. 943BC Off
      554. 942BC Off
      555. 941BC Off
      556. 943B On
      557. 953A On
      558. 952A Off
      559. 951A Off
      560. 953AC Off
      561. 952AC Off
      562. 951AC Off
      563. 953BC Off
      564. 953B On
      565. 951B Off
      566. 952B Off
      567. 952BC Off
      568. 951BC Off
      569. 952C On
      570. 951C Off
      571. 953C Off
      572. 953CC Off
      573. 952CC Off
      574. 951CC Off
      575. Standard 9 Time No Recommendations
      576. Standard 9 Goal Every year complete a time task analysis rather than every 3 years
      577. Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
      578. Standard 9 Strengths
      579. Standard 9 Recommendations
      580. 1013A On
      581. 1012A Off
      582. 1011A Off
      583. 1013AC Off
      584. 1012AC Off
      585. 1011AC Off
      586. 1013B On
      587. 1013BC Off
      588. 1011B Off
      589. 1012B Off
      590. 1012BC Off
      591. 1011BC Off
      592. 1023A On
      593. 1022A Off
      594. 1021A Off
      595. 1023AC Off
      596. 1022AC Off
      597. 1021AC Off
      598. 1023B On
      599. 1022B Off
      600. 1021B Off
      601. 1023BC Off
      602. 1021BC Off
      603. 1023C On
      604. 1022C Off
      605. 1021C Off
      606. 1023CC Off
      607. 1022BC Off
      608. 1022CC Off
      609. 1021CC Off
      610. 1033A On
      611. 1032A Off
      612. 1031A Off
      613. 1033AC Off
      614. 1032AC Off
      615. 1031AC Off
      616. 1043A Off
      617. 1042A On
      618. 1041A Off
      619. 1042AC Off
      620. 1041AC Off
      621. Standard 10 College No Recommendation
      622. Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
      623. Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
      624. Standard 10 Strengths
      625. Standard 10 Recommendations
      626. Overall Strengths
      627. Overall Recommendations
      628. Overall Notes
      629. 382CC Off
      630. 381CC Off
      631. NA11 Off
      632. Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
      633. Standard 5 School Needs assessment indicated a greater need for information concerning ACT prep and Financial planning We have turned a greater focus to these areas in our guidance curriculum
      634. Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
      635. 511AC Off
      636. 533BC Off
      637. 621AC Off
      638. 923AC Off
      639. 1043AC Off
      640. 823AC Off
      641. 823BC Off
      642. 823CC Off
      643. 823DC Off
      644. 822DC Off
      645. 822CC Off
      646. 822BC Off
      647. 822AC Off
      648. 821AC Off
      649. 821BC Off
      650. 821CC Off
      651. 821DC Off
      652. NA1010 Off
      653. Standard 2 Data Recommendation - Use data more effectively in our Closing The Gap projects1313Brought back the LIA program which was a large tool for earlier data projects addressing the gap with the Hispanic population13Basic academic Skills Classes - eliminated the cost of remediation which addressed the needs of our lower socioeconomic population 13 13
      654. Dropdown1 [3]
      655. Dropdown3 [3]
      656. Dropdown4 [3]
      657. Dropdown5 [3]
      658. Dropdown6 [3]
      659. Dropdown7 [3]
      660. Dropdown2 [3]
      661. Dropdown9 [3]
      662. Dropdown10 [3]
      663. Dropdown2C [0]
      664. Dropdown3C [0]
      665. Dropdown4C [0]
      666. Dropdown5C [0]
      667. Dropdown6C [0]
      668. Dropdown7C [0]
      669. Dropdown8C [0]
      670. Dropdown9C [0]
      671. Dropdown1C [0]
      672. Dropdown10C [0]