1) An individual’s FTE in CACTUS is based upon an individual’s contract time worked; not on the individual’s level of compensation.
a. Example: An intern is teaching the number of periods/hours equal to the LEA standard for a full time teacher but receives only 0.55 of the regular teacher pay scale as an intern. This individual should still be entered as 1.0 FTE in CACTUS because he is teaching the LEA standard for full time employment as a teacher.
b. Example: A school district chooses to pay their counselors on the same pay scale as their teachers, but multiply the pay by 1.3 due to the time worked during the summer. These counselors should be listed in CACTUS as 1.0 FTE as they are working the LEA standard for full time employment as a counselor
2) Except for a school counselor in a year around school, no school counselor in CACTUS should be entered as greater than 1.0 FTE. Additionally, no individual in CACTUS may have an FTE exceeding 1.3 or an FTE of 0.
1st Edition Draft 41 | NEW PROGRAMS AND THE
COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM
By following the procedures listed below, charter schools and other new schools that contain any grade 7 through 12 may meet the Comprehensive Guidance Program standards and may qualify for CCGP
legislative funding.
Before the school opens:
1. If the new school is a result of a boundary change within an existing district, the district counseling leader should contact the Utah State Office of Education Comprehensive Counseling and Guidance Specialist.
2. A licensed, endorsed school counselor(s) must be hired to oversee and implement the CCG Program.
3. The district or charter school should identify and allocate the funds necessary to implement the CCG Program at the new school.
a. State Board Rule requires that there be one secondary counselor for every 350 secondary students in the school.
The first year the school is open:
1. After reading the Utah Model for Comprehensive Counseling and Guidance: K-12 Programs book, develop a conceptual framework for your CCG Program.
a. The counselor(s) work with the school administration and faculty members to develop school mission, beliefs and goals.
b. The counselor(s) should develop a counseling mission statement that correlates with the school’s mission.
c. The counselors should discuss and develop CCG Program rationale, benefits and assumptions.
2. The local school board of education or the governing body of a charter school must approve the implementation of a CCG Program.
a. A formal board policy must be approved that includes the expectations for counselors and student outcomes for the CCG Program.
3. A timeline for planning, designing and implementing the school’s Comprehensive Counseling and Guidance Program must be developed.
4. Begin collecting pertinent information (electronically or hard copy) in a CCGP Evidence Box (see Evidence Box in Tab 5).
5. The new school’s counselor(s) and administrator should attend the required CCGP Basic Training.
a. Check the calendar on the CCGP webpage to find dates and locations for the required training.
b. The school counselor(s) should also attend CCGP Summer Conference that is a two-day conference held in June.
6. Develop a CCGP Planning Calendar for the year (see “Counseling Calendar” in Tab 4).
a. Review Time Allocation chart and set goals for each term.
b. Reserve dates that counselors will meet with students individually to discuss academic goals and to develop a Plan for College and Career Readiness.
c. Schedule group lessons to deliver the UtahFutures lessons for each grade level.
7. Complete a CCGP self-evaluation. (A hard copy should be filed in the evidence box at the school;
see Review Process in Tab 6).
a. An administrator and counselor(s) should discuss each standard and indicator to determine the rating and mark the rating on a hard copy of the evaluation tool.
1st Edition Draft 42 | i. File a hard copy of the self evaluation in the Evidence Box.
The second year the school is open:
1. Review all tasks for year one to ensure implementation.
a. Make CCG Program adjustments as needed.
2. Initiate a CCGP Advisory Board that meets at least quarterly.
3. Meet with school leadership team to review the school’s student achievement data from the previous year.
a. Design and implement a Data Project. (For more details regarding the Data Project, see Tab 8.) b. Disaggregated, longitudinal data must be collected to show results of program or course that
was implemented to assist a specific disaggregated group of students.
4. Design and administer a CCGP Needs Assessment Survey to all stakeholders (i.e., students, faculty, administration, parents, and business partners).
a. Collect, disaggregate (by grade, gender, race), and analyze the Needs Assessment Survey data.
b. The data collected from the survey will help counselors continually improve the CCG Program.
c. The results of the survey should be shared with all stakeholders.
5. Begin preparing for the CCGP On-Site Performance Review that will be held in year three.
a. Continue to add documents and other information used in the CCG Program to the evidence box.
6. If the CCG Program is fully operational, send a “Letter of Intent to start a Comprehensive Guidance and Curriculum Program” in the new school (see sample letter at the end of this document).
The third year the school is open:
1. Review year one and two tasks to ensure complete implementation of the CCG Program and Standards follow the CCGP Review document for new programs (12 Standards).
2. Review data and outcomes for the Data Project and adapt or change as needed.
a. Include the disaggregated, longitudinal data to the evidence box.
3. Schedule the GGCP On-Site Performance Review with your district counseling leader.
a. Charter schools should schedule the CCGP On-Site Performance Review with the USOE CCGP Specialist. The Specialist will gather a team together for the Performance Review visit.
b. The standards can be found in the Green Utah Model for CCGP K-12 Programs book, which is available on the USOE CCGP website.
c. The school does need to create a CCG Program Manual for the Review.
d. The school counselor(s), and administrator should be present during the entire review.
Fourth year the school is open:
1. Celebrate! You have survived the new school initiation for the Comprehensive Counseling and Guidance Program. Continue to improve specific components of your CCG Program to assist all students in being college and career ready.
1st Edition Draft 43 |