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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
______________________________________________________________________ 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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]
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
-
- School
- District
- Date
- Program Approval Off
- Interim Review Off
- Submitted by
- Graduation rates Off
- Individual Learning Plans Plan for College and Career Readiness data Off
- 8th grade completion Off
- 9th grade ontrack for graduation Off
- Disaggregated Groups Off
- Counselor response to dropout behaviors Off
- Written evidence that the On
- board has adopted the Off
- Studentlicensed school counselor ratio On
- in terms of percentage of contract time Off
- Does not meet ratio and district has Off
- submitted ratio plan to the USOE Off
- Districtcharter school On
- counseling leaders provide Off
- The school counseling team has worked On
- with the district and the school Off
- A Administration is On
- trained in College and Off
- B Administration assists On
- counselors in obtaining Off
- C Administration and On
- school counselors meet Off
- A A College and Career On
- Readiness Comprehensive Off
- B A comprehensive set of On
- schoolwide data has been Off
- C The quality and On
- effectiveness of the Plan for Off
- Current ratio is
- A The Comprehensive School On
- Counseling Program facilities include Off
- B Sufficient clerical staff to support On
- College and Career Readiness Off
- C Uptodate computer facilities On
- software and assessment tools to meet Off
- D Extended days or hours aimed at On
- benefiting students and parents or Off
- E The College and Career Readiness On
- Comprehensive School Counseling Off
- A Administration is part On
- of the annual self Off
- B Administration is part On
- of the interim review Off
- C Administration On
- completes annual College Off
- D Administration On
- understands the value of Off
- A School counselors On
- advocate for a curriculum that Off
- B Counselors are current and On
- follow applicable laws eg Off
- C Plan for College and On
- Career Readiness individual Off
- D An extensive evidence box On
- is updated annually Off
- Comments
- A Evidence shows the College On
- and Career Readiness Off
- A Evidence shows Off
- that most special student Off
- A Evidence shows_2 Off
- that some special student Off
- A Counselors are using ongoing On
- evaluation to adapt and modify Off
- B Evidence is provided that On
- counselors have disaggregated Off
- C There is evidence of On
- counselors use of Off
- D Counselors are using the On
- SOAR Accountability Report to Off
- A There is some evidence that Off
- materials and Program content Off
- B There is some use of Off
- disaggregated data to provide Off
- C There is some evidence of Off
- relevant longitudinal closingthe Off
- A There is little evidence that Off
- materials and Program content_2 Off
- B There is little use of Off
- disaggregated data to provide_2 Off
- C There is little evidence of Off
- relevant longitudinal closing Off
- best practices on student participation Off
- A Organize guidance activities workshops On
- School name and district Dixie High School - Washington County
- Pass Minimum of 8 Level 3 overall ratings indicating a fully functioning program Off
- Next Interim review will take place in school year 20
- 20
- Next Onsite review will take place in school year 20
- 20_2
- Probation Three or more Level 2 overall ratings or a Level 1 overall rating on one or more Off
- Date of followup review
- undefined_10 Off
- Failed Date followup meeting must be completed by
- Administrator Name 1 Sharla Campbell
- 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
- Measurable Goal 1 Data is being tracked to compare the junior year ACT score against the sophomore year PLAN score predictor
- 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
- Stregnths 1
- Recommendation 1
- Check 22A Off
- Check 211A Off
- Check 212B Off
- Check 211B Off
- Check 21A Yes
- Check 22AC Off
- Check 211AC Off
- Check 21BC Off
- Check 22BC Off
- Check 221BC Off
- Check 221ACC Off
- Check 222ACC Off
- check 221ACC1 Off
- Check 222BC Off
- Check 21AC Off
- Check 221BCC Off
- Check 221BCC1 Off
- Check 22C2C Off
- Check 21B Yes
- Check 222A Off
- Check 223A Yes
- Check 223B Yes
- Check 222B Off
- Check 221B Off
- Check 222C Off
- Check 232A Off
- Check 221A Off
- Check 243A Yes
- Check 242A Off
- Check 241A Off
- Check 251A Off
- Check 231A Off
- Check 221CC Off
- Check 232AC Off
- Check 233AC Off
- Check 231AC Off
- Check 233A Yes
- Check 242AC Off
- Check 243AC Off
- Check 241AC Off
- Check 252AC Off
- Check 253AC Off
- Check 251AC Off
- Check 252BC Off
- Check 253BC Off
- Check 251BC Off
- Check 262BC Off
- Check 261BC Off
- Check 263BC Off
- Check 253B Yes
- Check 252B Off
- Check 252A Off
- Check 262A Off
- Check 253A Yes
- Check 263A Yes
- Check 252BB Off
- Check 262AA Off
- Check 221C1 Off
- Check 221CC1 Off
- Check 221CC11 Yes
- Standard 2 Measurable We are tracking completion rates and times based economics as well as ethnicity diversity
- Standard 2 Improvment School Improvement goal 3 Improve graduation percentage
- Standard 2 Strengths
- Standard 2 Recommendation
- 313A On
- 312A Off
- 313AC Off
- 312AC Off
- 313B On
- 312B Off
- 311B Off
- 311BC Off
- 312BC Off
- 323A On
- 322A Off
- 311A Off
- 323AC Off
- 322AC Off
- 311AC Off
- 323B On
- 322B Off
- 323BC Off
- 322BC Off
- 321AC Off
- 311A1 Off
- 333A On
- 332A Off
- 321A Off
- 333AC Off
- 332AC Off
- 321BC Off
- 333B On
- 332B Off
- 331A Off
- 331AC Off
- 332BC Off
- 333BC Off
- 343A On
- 342A Off
- 331B Off
- 341A Off
- 343AC Off
- 342AC Off
- 331BC Off
- 343B On
- 342B Off
- 343BC Off
- 342BC Off
- 341BC Off
- 353A On
- 352A Off
- 341B Off
- 251A Off
- 353AC Off
- 352AC Off
- 351BC Off
- 363A On
- 362A Off
- 361A Off
- 363AC Off
- 362AC Off
- 361AC Off
- 341AC Off
- 373A On
- 372A Off
- 371A Off
- 373AC Off
- 372AC Off
- 371AC Off
- 373B On
- 372B Off
- 371B Off
- 373BC Off
- 372BC Off
- 371BC Off
- 373C On
- 372C Off
- 371C Off
- 383A Off
- 382A Off
- 381A Off
- 383AC Off
- 382AC Off
- 381AC Off
- Standard 3 Measureable Implemented an exit survey for our CCRs and received overwhelmingly positive feedback
- Standard 3 Improvement School Improvement goal 1 Increase College and Career readiness13School Improvement goal 3 Increase Graduation Rate
- Standard 3 Strengths
- Standard 3 Recommendations
- 413A Off
- 412A Off
- 411A Off
- 413AC Off
- 412AC Off
- 411AC Off
- NA Off
- 423A Off
- 422A Off
- 421A Off
- 423AC Off
- 422AC Off
- 421AC Off
- 423B Off
- 422B Off
- 421B Off
- 423BC Off
- 422BC Off
- 421BC Off
- 423C Off
- 422C Off
- 421C Off
- 423CC Off
- 422CC Off
- 421CC Off
- 433A On
- 432A Off
- 431A Off
- 433AC Off
- 432AC Off
- 431AC Off
- 433B On
- 432B Off
- 431B Off
- 433BC Off
- 432BC Off
- 431BC Off
- 433C On
- 432C Off
- 431C Off
- 433CC Off
- 432CC Off
- 431CC Off
- 433D On
- 432D Off
- 431D Off
- 433DC Off
- 432DC Off
- 431DC Off
- Standard 4 Goal Greater utilize the DXATC for Pathway completion
- Standard 4 Improvement School Improvement goal 1 Increase college and career readiness
- Standard 4 Strengths
- Standard 4 Recommendations
- 513A On
- 512A Off
- 511A Off
- 513AC Off
- 512AC Off
- 513B On
- 512B Off
- 511B Off
- 513BC Off
- 512BC Off
- 511BC Off
- 513C On
- 513CC Off
- 512C Off
- 512DC Off
- 512CC Off
- 511C Off
- 511CC Off
- 513D On
- 513DC Off
- 512D Off
- 511D Off
- 511DC Off
- 523A On
- 522A Off
- 521A Off
- 521AC Off
- 522AC Off
- 523AC Off
- 523B On
- 522B Off
- 521B Off
- 523BC Off
- 522BC Off
- 521BC Off
- 533A On
- 532A Off
- 531A Off
- 533AC Off
- 532AC Off
- 531AC Off
- 531B Off
- 532B Off
- 533B On
- 532BC Off
- 531BC Off
- Standard 5 Goal Increase FAFSA completion
- Standard 5 Improvement School Improvement goal 1 College and career readiness
- Standard 5 Strengths
- Standard 5 Recommendations
- 613A On
- 612A Off
- 611A Off
- 613AC Off
- 612AC Off
- 611AC Off
- 613B On
- 612B Off
- 611B Off
- 613BC Off
- 612BC Off
- 611BC Off
- 613C On
- 612C Off
- 611C Off
- 613CC Off
- 612CC Off
- 611CC Off
- 613D On
- 612D Off
- 611D Off
- 613DC Off
- 612DC Off
- 611DC Off
- 622A Off
- 621A Off
- 622AC Off
- 623AC Off
- 622BC Off
- 621BC Off
- 623A On
- 622B Off
- 621B Off
- 623B On
- 623C On
- 622C Off
- 621C Off
- 623BC Off
- 623CC Off
- 622CC Off
- 621CC Off
- 621D Off
- 622D Off
- 621DC Off
- 622DC Off
- 623D On
- 622E Off
- 621E Off
- 621EC Off
- 622EC Off
- 623EC Off
- 623DC Off
- 623FC Off
- 622FC Off
- 621FC Off
- 621GC Off
- 621HC Off
- 622GC Off
- 622HC Off
- 623GC Off
- 623HC Off
- 623E On
- 623F On
- 622F Off
- 621F Off
- 623G On
- 622G Off
- 621G Off
- 623H On
- 622H Off
- 621H Off
- 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
- Standard 6 Goal Measure credit recovery completion rate and graduation rate
- Standard 6 Improvement School Improvement goal 3 Increase graduation rates (Dropout Prevention)
- Standard 6 Strengths
- Standard 6 Recommendations
- 713A On
- 711A Off
- 713AC Off
- 712AC Off
- 711AC Off
- 713B On
- 712B Off
- 711B Off
- 711BC Off
- 712BC Off
- 713BC Off
- 713C On
- 712C Off
- 711C Off
- 713CC Off
- 712CC Off
- 711CC Off
- 713D On
- 712D Off
- 711D Off
- 713DC Off
- 712DC Off
- 711DC Off
- 723A Off
- 712A Off
- 722A On
- 721A Off
- 723AC Off
- 722AC Off
- 721AC Off
- 723B On
- 722B Off
- 721B Off
- 723BC Off
- 722BC Off
- 721BC Off
- 723C Off
- 722C On
- 721C Off
- 723CC Off
- 722CC Off
- 721CC Off
- 733A On
- 732A Off
- 731A Off
- 731AC Off
- 732AC Off
- 733AC Off
- 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
- Standard 7 Goal Provide more in-service for the faculty
- 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
- Standard 7 Strengths
- Standard 7 Recommendations
- 813AC Off
- 812AC Off
- 811AC Off
- 813BC Off
- 811DC Off
- 812DC Off
- 813DC Off
- 811CC Off
- 812CC Off
- 813CC Off
- 811BC Off
- 812BC Off
- 813A On
- 813B On
- 813C On
- 813D Off
- 812A Off
- 812B Off
- 812C Off
- 812D On
- 811A Off
- 811B Off
- 811C Off
- 811D Off
- 821D Off
- 821B Off
- 821C Off
- 821A Off
- 822B Off
- 822C Off
- 822D Off
- 822A Off
- 823B On
- 823C On
- 823D On
- 823A On
- Standard 8 Communication No Recommendations1313Cone-site meets and coordinates regularly
- Standard 8 Goal Work with Dixie Middle School to receive better information about incoming students academic needs
- Standard 8 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 8 Strengths
- Standard 8 Recommendations
- 913A On
- 912A Off
- 911A Off
- 913AC Off
- 912AC Off
- 911AC Off
- 923A On
- 922A Off
- 922AC Off
- 921A Off
- 921AC Off
- 933A On
- 932A Off
- 931A Off
- 933AC Off
- 932AC Off
- 931AC Off
- 943A On
- 942A Off
- 941A Off
- 943AC Off
- 942AC Off
- 941AC Off
- 942B Off
- 941B Off
- 943BC Off
- 942BC Off
- 941BC Off
- 943B On
- 953A On
- 952A Off
- 951A Off
- 953AC Off
- 952AC Off
- 951AC Off
- 953BC Off
- 953B On
- 951B Off
- 952B Off
- 952BC Off
- 951BC Off
- 952C On
- 951C Off
- 953C Off
- 953CC Off
- 952CC Off
- 951CC Off
- Standard 9 Time No Recommendations
- Standard 9 Goal Every year complete a time task analysis rather than every 3 years
- Standard 9 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 9 Strengths
- Standard 9 Recommendations
- 1013A On
- 1012A Off
- 1011A Off
- 1013AC Off
- 1012AC Off
- 1011AC Off
- 1013B On
- 1013BC Off
- 1011B Off
- 1012B Off
- 1012BC Off
- 1011BC Off
- 1023A On
- 1022A Off
- 1021A Off
- 1023AC Off
- 1022AC Off
- 1021AC Off
- 1023B On
- 1022B Off
- 1021B Off
- 1023BC Off
- 1021BC Off
- 1023C On
- 1022C Off
- 1021C Off
- 1023CC Off
- 1022BC Off
- 1022CC Off
- 1021CC Off
- 1033A On
- 1032A Off
- 1031A Off
- 1033AC Off
- 1032AC Off
- 1031AC Off
- 1043A Off
- 1042A On
- 1041A Off
- 1042AC Off
- 1041AC Off
- Standard 10 College No Recommendation
- Standard 10 Goal Continue towards completion of AIAN and CCR Certificates
- Standard 10 Improvement School Improvement goal 1 Increase college and career readiness13
- Standard 10 Strengths
- Standard 10 Recommendations
- Overall Strengths
- Overall Recommendations
- Overall Notes
- 382CC Off
- 381CC Off
- NA11 Off
- Standard 4 Career We have been tightening our practices in CTE internships and Pathways to directly align with state requirements
- 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
- Standard 3 Plan Based on needs assessment we have redesigned our College amp Career Readiness meetings for the students and parents
- 511AC Off
- 533BC Off
- 621AC Off
- 923AC Off
- 1043AC Off
- 823AC Off
- 823BC Off
- 823CC Off
- 823DC Off
- 822DC Off
- 822CC Off
- 822BC Off
- 822AC Off
- 821AC Off
- 821BC Off
- 821CC Off
- 821DC Off
- NA1010 Off
- 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
- Dropdown1 [3]
- Dropdown3 [3]
- Dropdown4 [3]
- Dropdown5 [3]
- Dropdown6 [3]
- Dropdown7 [3]
- Dropdown2 [3]
- Dropdown9 [3]
- Dropdown10 [3]
- Dropdown2C [0]
- Dropdown3C [0]
- Dropdown4C [0]
- Dropdown5C [0]
- Dropdown6C [0]
- Dropdown7C [0]
- Dropdown8C [0]
- Dropdown9C [0]
- Dropdown1C [0]
- Dropdown10C [0]