AugAugus
August 2013Comprehensive Counseling
and Guidance Program
User’s Guide
Connecting Program Improvement and Student Learning
To assist program leadership, new programs, and the working school counselor in
policy and practice
of Comprehensive Counseling and Guidance Programs of Utah.
Dedicated to:
Working School Counselors
Special thanks to educational consultant Gloria Merrill for her time and research and other
school counselor leaders that contributed to this work.
The intent of the CCGP User’s Guide is not to replace the Utah CCGP Model, but to supplement
elements for program delivery to students. The intent is also to assist program leadership, new
programs, and the working school counselor in policy and practice of Comprehensive
Counseling and Guidance Programs of Utah.
Utah State Office of Education 250 East 500 South
P.O. Box 144200 Salt Lake City, UT 84114-4200
Utah CCGP User’s Guide
BRIEF TABLE OF CONTENTS
INTRODUCTION: Meeting the Needs of Today’s Students
TAB 1:
UTAH LAW AND BOARD RULE
TAB 2:
OVERVIEW OF DELIVERY SYSTEMS
TAB 3:
MANAGEMENT OF PROGRAM & DISTRICT LEADERSHIP
TAB 4:
PLANNING AND CALENDARING
TAB 5:
THE EVIDENCE BOX
TAB 6:
PROGRAM REVIEW
TAB 7:
EVERY STUDENT
TAB 8:
USING DATA TO DEMONSTRATE THE EFFECTIVENESS OF THE
CCGP PROGRAM
TAB 9:
PLAN FOR COLLEGE AND CAREER, CAREER DEVELOPMENT AND
GUIDANCE CURRICULUM
TAB 10:
RESPONSIVE SERVICES AND DROPOUT PREVENTION
TAB 11:
PROGRAM LEADERSHIP AND ADVISORY COMMITTEE
TAB 12:
TIME ALLOCATION
TAB 13:
TRAINING AND PROFESSIONAL DEVELOPMENT
TAB 14:
COMMUNICATION
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Utah CCGP User’s Guide
DETAILED TABLE OF CONTENTS
INTRODUCTION: Utah’s CCGP Program: Meeting the Needs of Today’s Students... 4
TAB 1: UTAH LAW AND BOARD RULE Utah Code for Comprehensive Counseling Guidance ... 7
Utah State Board of Education Rule for CCGP ... 9
Federal Law: FERPA (Federal Educational Rights and Privacy Act) ... 15
Federal Law: PPRA (Protection of Pupil Rights Amendment) ... 16
Federal Law: Special Education ... 18
Federal Law: Section 504 ... 19
Utah Law: Reporting Child Abuse ………..…20
TAB 2: OVERVIEW OF DELIVERY SYSTEMS CCGP Mission, Beliefs, Philosophy ... 22
Diagram of the Utah CCG Program Model... 23
The Utah Model for Comprehensive Counseling & Guidance ... 24
Program Standards ... 25
Counselor Time Allocation Chart ... 25
Counselor Accountability ... 26
School Counselor Competencies ... 27
Local School Board Policy ... 28
Utah Educator Effectiveness Project (Response to Senate Bill 64 – 2012 session) ... 29
TAB 3: MANAGEMENT OF PROGRAM AND DISTRICT LEADERSHIP Due Dates for the CCG Program ... 31
District Counseling Leader Responsibilities ... 32
The Principal-Counselor Relationship ... 34
Principal and Counselor Accountability Questions ... 35
What Every Counselor Should Know ... 36
Eligibility to Receive CCGP Funding ... 38
Appropriate Uses of CCGP Monies ... 39
Counselor to Student Ratio ... 40
Reporting FTE in Cactus ... 40
New Comprehensive Counseling and Guidance Programs ... 41
Letter of Intent for New Counseling Programs ... 43
Implementation Narrative for Elements of the CCG Program ... 44
TAB 4: PLANNING AND CALENDARING Counselor Planning ... 46
Items to include on the Annual Counseling Calendar by CCGP Standard... 47
Faculty Meeting Presentations ... 49
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TAB 5: THE EVIDENCE BOX
Required Documents for the Evidence Box ... 55
TAB 6: PROGRAM REVIEW Overview of the Program Review Process ... 59
Annual Online Self Evaluation ... 60
On-Site Three-year Interim Review ... 61
Interim Review Report to be submitted to USOE ... 62
On-Site Six-year Performance Review ... 64
TAB 7: EVERY STUDENT A Call to Action ... 68
Meeting the Needs of All Students ... 69
College, A long-term Planning Process ... 70
The 4 Steps to College ... 71
State Sponsored Scholarship Guidelines ... 73
Advanced Placement Questions and Answers for Students and Parents ... 74
Advanced Placement Exam Fee Reductions ... 77
Concurrent Enrollment Questions and Answers for Students and Parents ... 78
NCAA Eligibility for Athletes ... 79
Resources: Helping the Underachieving Student ... 80
TAB 8: USING DATA TO DEMONSTRATE THE EFFECTIVENESS OF THE CCGP PROGRAM Using Data to Improve the CCG Program ... 82
Effective Use of Data, NOSCA Strategic Planning Tool ... 83
Data Elements for the Eight components of College and Career Readiness, NOSCA ... 84
SOAR Report ... 85
Alignment of CCGP Goals with the School or District Achievement Goals ... 86
Program Data Project(s) ... 87
Needs Assessment Survey Information ... 88
TAB 9: PLAN FOR COLLEGE AND CAREER, CAREER DEVELOPMENT AND GUIDANCE CURRICULUM Guidance Curriculum ... 90
Students with Stackable Credentials Prosper ... 91
Counselor CCR Spreadsheet... 92
STEPUP Utah: CCR Recommendations for High School Students ... 93
Flipping Book: Student Planning Guide ... 94
College and Career Checklist – grades 9-12 ... 95
CCR – 8th Grade Four Year Graduation Plan ... 96
College and Career Development Organizer, The National High School Center ... 97
Resources: Senior letter for CCR ... 100
Twenty Questions to Ask Your School Counselor ... 101
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TAB 10: RESPONSIVE SERVICES AND DROPOUT PREVENTION
Dropout Prevention: A Practice Guide ... 104
Utah High School Attendance and Dropouts ... 106
Dropout Prevention – Strategies that Work ... 107
PBIS – Positive Behavioral Interventions and Supports ... 108
Suicide Prevention Professional Development ... 110
Resources: The At-Risk Student & Breaking Through Barriers ... 111
Anger Management at School ... 113
Types of Bullying ... 115
Facts Psychologists Know About Grieving ... 116
Symptoms of blocked Grieving (for counselors and parents) ... 118
Web Resources ... 119
TAB 11: PROGRAM LEADERSHIP AND ADVISORY COMMITTEE The Advisory Committee ... 121
TAB 12: TIME ALLOCATION Planning Guide for Time Allocation ... 124
Individual Student Plan for CCR Meetings ... 125
Sample CCGP Activities for Delivery System Components ... 125
TAB 13: TRAINING AND PROFESSIONAL DEVELOPMENT Required CCGP Training and Professional Development ... 127
American Indian, Alaskan Native Training and Professional Development ... 128
TAB 14: COMMUNICATION Communicating College and Career Readiness to All Students ... 131
NOSCA—Elementary, Middle School, High School Plan for CCR Guides, Principal Counselor Relationship, Young Men of Color ... 132
District, Cone, School and Counselor Communication ... 133
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INTRODUCTION
Utah’s Comprehensive Counseling and Guidance Program: Meeting the Needs of Today’s
Students Preparing Students to Be College and Career Ready
The Foundation of CCGP
The foundation of our work in Utah for Comprehensive Counseling and Guidance Programs (CCGP) is rich in history—beginning with the leadership of Lynn Jensen, who brought the work of Dr. Norm Gysbers, the grandfather of CCGP, to Utah in 1986. Dr. Norm Gysbers outlined a timeline for Comprehensive Counseling and Guidance Programs that contained, in years nine/ten, a plan to enhance and redesign CCGP 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 Today’s 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 CCG Program. With the student as the focus of the CCG Program, information and updates need to be provided to school counselors and to standards to meet the needs.
Over recent years, policymakers, post-secondary institutions, business, industry, and parents have been calling for schools to ensure that all students are college and career ready. Recent 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 make students college and career ready.
Redefining CCGP
Other researchers and leaders in the school counseling field have emphasized redefining and modernizing school counseling programs and the responsibilities of the school counselor:
“Since the inception of the profession of school counseling, the role has been redefined and modernized, oftentimes to meet the needs of a changing society or in response to societal events” (Beesley, 2004; Burnham & Jackson, 2000; Gysbers & Henderson, 2001).
“The 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 & Saginak, 2008). The goal of the initiative was ultimately to ensure that “the 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 succeeds” (The Education Trust, 2001, as cited in Dollarhide & 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).
“The 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 & Talbert, 2002). “The TSCI believes that proficiency in these five areas will equip the school counselors of today to
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become leaders of educational reform within their respective programs, as well as advocates for students and their academic achievement (Musheno & Talbert, 2002)” (West Virginia Department of Education).
ASCA’s National Model (2003) emphasizes the school counselor’s role in assisting all students toward 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 (ASCA, 2003; Center for School Counseling Outcome Research, 2000). The Education Trust (2011) emphasizes the role of school counselors in preparing high school students for college and career readiness. In this recent 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 of them are using data to spot struggling students, or identifying students who need additional services, in order to increase students’ 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 counselors’ job descriptions to focus more on tasks that will result in college and career readiness for all students.
2) Refocus counselor education programs so that school counselors are trained in educational equity and college and career readiness.
3) Add more school-specific training and coursework on data usage to university counseling programs. 4) Support current school counselors through additional professional development.
5) Align school counselors’ evaluations with student outcomes. (CTE learning that works for America, n.d.)
References
American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA.
Baker, S.B. (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, J.J., & Jackson, C.M. (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 http://www.umass.edu/schoolcounseling/mission.htm.
CTE learning that works for America. (n.d.). Retrieved from http://blog.careertech.org/? p=5078
Dollarhide, C.T., & Saginak, K.A. (2008). Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Allyn and Bacon.
Gysbers, N.C. (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., & Talbert, M. (2002). The transformed school counselor in action. Theory into Practice, 41(3), 186-191.
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TAB 1
UTAH LAW AND BOARD RULE
Utah Code for Comprehensive Counseling Guidance
Utah State Board of Education Rule for CCGP
Federal Law: FERPA, PPRA, IDEA, 504, Sexual Harassment
State Law: Suspected Abuse, Life-Threatening Behavior
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UTAH STATE LAW FOR THE
COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM
Utah Code, Title 53A State System of Public Education
Chapter 1a Utah Strategic Planning Act for Educational Excellence Section 106 School district and individual school powers.
53A-1a-106. School district and individual school powers -- Student education/occupation plan (SEOP)/Plan for College and Career Readiness definition.
(1) In order to acquire and develop the characteristics listed in Section 53A-1a-104, each school district and each public school within its respective district shall implement a comprehensive system of accountability in which students advance through public schools by demonstrating competency in required skills and mastery of required knowledge through the use of diverse assessment instruments such as authentic and criterion referenced tests, projects, and portfolios.
(2) (a) Each school district and public school shall:
(i) develop and implement programs integrating technology into the curriculum, instruction, and student assessment;
(ii) provide for teacher and parent involvement in policymaking at the school site;
(iii) implement a public school choice program to give parents, students, and teachers greater flexibility in designing and choosing among programs with different focuses through schools within the same district and other districts, subject to space availability, demographics, and legal and performance criteria; (iv) establish strategic planning at both the district and school level and site-based decision making programs at the school level;
(v) provide opportunities for each student to acquire and develop academic and occupational knowledge, skills, and abilities;
(vi) participate in ongoing research and development projects primarily at the school level aimed at improving the quality of education within the system; and
(vii) involve business and industry in the education process through the establishment of partnerships with the business community at the district and school level.
(b) (i) As used in this title, "student education/occupation plan" or "SEOP"/Plan for College and Career Readiness means a plan developed by a student and the student's parent or guardian, in consultation with school counselors, teachers, and administrators that:
(A) is initiated at the beginning of grade 7; (B) identifies a student's skills and objectives;
(C) maps out a strategy to guide a student's 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 education/occupation plan (SEOP)/Plan for College and Career Readiness for each student at the school site.
(iii) The policies shall include guidelines and expectations for:
(A) recognizing the student's 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/Plan for College and Career Readiness.
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(iv) A parent may request conferences with school personnel in addition to SEP or SEOP/Plan for College and Career Readiness conferences established by local school board policy.
(v) Time spent during the school day to implement SEPs and SEOPs/ Plan for College and Career Readiness is considered part of the school term referred to in Subsection 53A-17a-103(4).
(3) A school district or public school may submit proposals to modify or waive rules or policies of a
supervisory authority within the public education system in order to acquire or develop the characteristics listed in Section 53A-1a-104.
(4) (a) Each school district and public school shall make an annual report to its patrons on its activities under this section.
(b) The reporting process shall involve participation from teachers, parents, and the community at large in determining how well the district or school is performing.
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UTAH STATE BOARD OF EDUCATION RULE FOR THE
COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM
Rule R277-462. Comprehensive Counseling and Guidance Program. A. "Board" means the Utah State Board of Education.
B. "Comprehensive Counseling and Guidance Program" or "Program" means the organization of resources to meet the priority needs of students and inform and involve parents or guardians through four delivery system components:
(1) school guidance curriculum which means providing guidance content to all students in a systematic way;
(2) individual student planning which means individualized education and career planning, including student educational and occupational planning with all students;
(3) responsive services component designed to meet the immediate concerns of certain students; and
(4) system support component which addresses management of the Program and the needs of the school system itself.
C. "Comprehensive Counseling and Guidance Steering and Advisory Committee" means
representatives designated by the USOE comprised of school district counseling supervisors, school district career and technical education directors, PTA, the school counselor professional association, practicing school counselors, and others designated by the USOE.
D. "Counselor to student ratio" means licensed school counselors full time equivalent (FTE), or percentage thereof, who by license and assignment are identified as school counselors for secondary students on October 1 of each year compared to the secondary student enrollment on October 1 of each year.
E. "Direct services" means time spent on the school guidance curriculum, individual student planning, including SEOP/Plan for College and Career Readiness, and responsive services activities meeting students' identified needs as discerned by students, school personnel and parents or guardians consistent with school district and charter school policy.
F. "School counselor" means an educator licensed as a school counselor in the state of Utah consistent with R277-506 and assigned to provide counseling services.
G. "Secondary school" means a school providing services to students in grades 7-12. H. "Secondary student" means a student in grades 7-12.
I. "SEOP" means student education occupation plan. An SEOP/ Plan for College and Career Readiness is a developmentally organized intervention process that includes:
(1) a written plan, updated annually, for a student's (grade 9-12, at a minimum) education and occupational preparation;
(2) all Board, local board and local charter board graduation requirements;
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(4) attainment of approved workplace skill competencies, including job placement when appropriate; and
(5) identification of post secondary goals and approved sequence of courses.
J. "Student achievement" means academic performance, career development, personal/social development, continued student engagement in learning, attendance, SEOP/Plan for College and Career Readiness outcomes and other measures of adequate yearly progress.
K. "USOE" means the Utah State Office of Education.
L. "Utah Career and Technical Education Consortium" means representatives of nine Career and Technical Education Regional Planning Areas.
M. "WPU" means weighted pupil unit, the basic unit used to calculate the amount of state funds for which a school district or charter school is eligible.
R277-462-2. Authority and Purpose.
A. This rule is authorized by Utah Constitution Article X, Section 3 which vests general control and authority over public education in the Board, by Section 53A-1a-106(2)(b) which directs local boards to develop policies for the implementation of student education plans (SEP) or SEOPs/Plan for College and Career Readiness, and by Section 53A-1-401(3) which allows the Board to adopt rules in accordance with its responsibilities.
B. This rule establishes standards and procedures for entities applying for funds appropriated for Comprehensive Counseling and Guidance Programs administered by the Board.
C. This rule establishes counselor to student ratios as a requirement for all secondary schools. D. This rule establishes provisions for school districts and charter schools not meeting the minimum counselor to student ratios.
E. This rule directs that local school district, charter school and building level policies and practices shall free licensed school counselors for appropriate identified activities with secondary students. School counselors shall not devote significant time to non-school counseling activities, including test coordination and assessment and other activities inconsistent with the Program.
R277-462-3. Comprehensive Counseling and Guidance Program Approval and Qualifying Criteria. A. Comprehensive Counseling and Guidance disbursement criteria:
(1) In order to qualify for Comprehensive Counseling and Guidance Program funds, secondary schools shall implement SEOP/Plan for College and Career Readiness policies and practices, consistent with Section 53A-1a-106(2)(b), local board or charter school governing board policies, and the school improvement plans developed for Northwest Accreditation and required under Section 53A-1a-108.5.
(2) Consistent with the Utah Model for Comprehensive Counseling and Guidance: K-12 Programs, each school district and charter school secondary school, which has a USOE-approved school
counseling program shall receive a WPU base for the first 400 students as determined by the October 1 enrollment of the previous fiscal year, and a per student allotment, as funds are available, for each additional student beyond 400, capping at a maximum 1200 students if the local Program maintains Program criteria and ratios required in R277-462-5.
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(3) Priority for funding shall be given to grades nine through twelve for career and technical education programs including the Comprehensive Counseling and Guidance Program and any remaining funds shall be allocated to grades seven and eight for the schools which meet
Comprehensive Counseling and Guidance Program standards. Funds directed to grades seven and eight shall be distributed according to the formula under R277-462-3A(2) following the distribution of funds for grades nine through twelve.
(4) The charter school or school district Comprehensive Counseling and Guidance Program shall be integrated into the mission of the school and be consistent with the Northwest Accreditation process as defined in R277-413, Accreditation of Secondary Schools, Alternative or Special Purpose Schools. School counselors shall provide evidence that the Comprehensive Counseling and Guidance Program contributes to student achievement included in the local school improvement plan.
(5) Secondary schools shall qualify for Comprehensive Counseling and Guidance Program funds through participation in a regular schedule of on-site reviews by team members determined by the school district or the charter school's authorizing agency. Scheduling of the on-site review process shall be coordinated with the Northwest Accreditation process for secondary schools as defined in R277-413 and shall, at a minimum, take place every six years with three year interim reviews, in a format
determined by the school district or charter school authorizing agency. Successful on-site reviews of the Comprehensive Counseling and Guidance Program shall indicate a balance of activities consistent with Program models and goals in individual student planning, guidance curriculum, responsive services and system support.
(6) If a charter school requires assistance from a school district in conducting the charter school's on-site review, the charter school shall compensate the school district in a reasonable amount agreed upon between the school district and the charter school.
(7) Consistent with Section 53A-17a-113(5), of the monies allocated to Comprehensive Counseling and Guidance Programs, $1,000,000 in grants shall be awarded to school districts and charter schools that:
(a) provide an equal amount of matching funds; and
(b) do not supplant other funds used for Comprehensive Counseling and Guidance Programs. (8) Comprehensive Counseling and Guidance Program funds shall be distributed to school districts and charter schools for secondary schools that have completed a regular schedule of on-site reviews and that meet all of the following criteria:
(a) Approval of the Comprehensive Counseling and Guidance Program by the local board of
education or charter school governing board and on-going communication with the local or governing board regarding Program goals and outcomes supported by data;
(b) Regular participation of guidance team members in USOE sponsored Comprehensive Counseling and Guidance training;
(c) Adequate resources and support for guidance facilities, material, equipment, clerical support, and school improvement processes;
(d) Evidence that eighty percent of aggregate counselors' time is devoted to DIRECT service to students through a balanced program of individual planning, school guidance curriculum, and responsive services consistent with the results of the school needs data;
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(e) Communication, collaboration, and coordination within the feeder system regarding the Comprehensive Counseling and Guidance Program;
(f) School-wide student/parent/teacher needs assessment data for the Comprehensive Counseling and Guidance Program gathered and analyzed at least every three years;
(g) Structures and processes to ensure effective Program management including advisory/steering committees functioning effectively, school counselors working as Program leaders, and the
Comprehensive Counseling and Guidance Program contributing to school improvement teams; (h) Available responsive services to address the immediate concerns and identified needs of
students through an education-oriented and programmatic approach; services should compliment and coordinate with existing school programs, families, and school and community resources;
(i) Delivery to students of a developmental and sequential school guidance curriculum in harmony with content standards identified in the Utah model for the Comprehensive Counseling and Guidance Program. Guidance curriculum is prioritized according to the results of the school needs assessment process;
(j) Assistance for students in career development, including awareness and exploration, job seeking and finding skills, and post high school placement;
(k) Facilitation by school counselors of Student Education Occupation Planning (SEOP)/Plan for College and Career Readiness, both as a process and a product;
(l) Involvement of parents/guardians in all available Comprehensive Counseling and Guidance Program steering/advisory committees; and
(m) Program elements that are designed to recognize and address the needs of diverse students. B. All school districts and local charter governing boards that receive Comprehensive Counseling and Guidance Program funds shall provide written certification that all Program standards are met by each school consistent with USOE cycles, and using USOE forms. All schools and charter schools receiving Comprehensive Counseling and Guidance Program funds shall provide school-based data projects demonstrating program or intervention effectiveness as required by the USOE.
R277-462-4. Student Education Occupation Planning.
A. School district and charter school secondary schools that receive Comprehensive Counseling and Guidance funds shall complete written SEOP/Plan for College and Career Readiness s for all students.
B. Plans shall be signed by parents/guardians.
C. Four year plans shall be completed for students prior to the beginning of their ninth grade years. D. Plans shall be maintained by the student's school.
E. Students' course registration and class changes shall be consistent with their written SEOPs/ Plan for College and Career Readiness.
F. The SEOP/Plan for College and Career Readiness process shall be carried out consistent with the policies and goals of the school districts' or charter schools' Comprehensive Counseling and Guidance Program models.
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R277-462-5. School Counselor to Student Ratios.
A. All school districts and charter schools shall certify to the USOE by October 1 annually: (1) the full time equivalent licensed school counselors employed and assigned to each school; (2) that secondary school counselor to secondary student ratios at the school district or charter school level are one (counselor) to 350 (students) or better; and
(3) that variations requiring less than a .25 full time equivalent licensed school counselor shall be permitted at the school level.
B. May 1 annually, school districts and charter schools not meeting the ratio required under R277- 462-5A(2), shall submit to the Board a plan to be approved for meeting established ratios in a
reasonable time frame to continue to receive Comprehensive Counseling and Guidance Program and Minimum School Program funding.
C. School districts and charter schools that do not satisfy required counselor to student ratios shall receive reasonable notice and reasonable time periods and opportunities to explain and remedy the failure to comply.
D. As additional funds for Comprehensive Counseling and Guidance Programs become available, lower counselor to student ratios may be required following Board approval and adequate notice to schools districts and charter schools.
R277-462-6. Use of Comprehensive Counseling and Guidance Program Funds.
A. School districts and charter schools shall satisfy all provisions of R277-462 including established counselor to student ratios, in order to receive Comprehensive Counseling and Guidance Program funds.
B. Funds shall be used for students in grades 7-12.
C. Funds may be used to provide a school guidance curriculum.
D. Funds may be used to provide student activities that support the SEOP/Plan for College and Career Readiness process.
E. Funds may be used for personnel costs including clerical positions that support the SEOP/Plan for College and Career Readiness process.
F. Funds may be used for Career Center equipment or materials such as computers, media
equipment, computer software, occupational information, SEOP/Plan for College and Career Readiness folders or educational information.
G. Funds may be used for professional development for personnel involved in the Comprehensive Counseling and Guidance Program.
H. Funds may be used for the expenses of extended days or years which are required to run the Program.
I. Funds may be used for guidance curriculum materials for use in classrooms.
J. Funds may be used at a minimum for one secondary school counselor, per school, per year to pay for membership in the American School Counselor Association (ASCA) to facilitate accessing research
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and resources for effective Program implementation and effective student interventions and outcomes.
R277-462-7. Variances, Accountability and Reporting.
A. New schools that are created from schools that have Northwest accreditation and USOE
Comprehensive Counseling and Guidance Program approval may qualify for Comprehensive Counseling and Guidance Program funding under this rule in the schools' first year of operation.
B. Charter schools and other new school district schools not meeting the requirements of R277-462-5A may receive Comprehensive Counseling and Guidance Program funding following two years of planning, training and Program implementation.
C. USOE Data Gathering
(1) The USOE shall gather data annually in October from school districts and charter schools regarding the number and assignments of school counselors.
(2) The data shall be used to determine secondary school district and charter school compliance with this rule, including required ratios.
D. The USOE shall monitor the Program statewide and prepare an annual report for the Legislature and the Board including data and compliance information.
E. School districts or charter schools shall certify on an annual basis that previously qualified schools continue to meet the Program criteria and provide the USOE with data and information on the
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FEDERAL LAW
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
www.2.ed.gov/policy/gen/guid/fpco/ferpa/index.htmlThe Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g;34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive federal funds under an applicable program of the U.S. Department of Education. The FEPA Act was passed in 1988 and updated in 1996.
What Are the FERPA Regulations?
1. Parents may inspect and review their student’s education records maintained by the school. Parents may copy the records, and the school may charge a fee for the copies.
2. Parents have the right to request that a school correct records which they believe to be inaccurate or misleading.
3. Schools must have written permission from the parent in order to release any information from a student’s education record (e.g., address, schedule, phone number grades).
4. FERPA allows schools to disclose student records, without consent (34 CFR § 99.31), to the following parties: school officials with legitimate educational interest; other schools to which a student is transferring; appropriate parties in connection with financial aid or scholarship to a student; accrediting organizations; to comply with a judicial order or lawfully issued subpoena; appropriate officials in cases of health and safety emergencies; and state and local authorities, within a juvenile justice system, pursuant so specific State law.
5. Each educational agency or institution shall annually notify parents of students currently in attendance of their rights under the Act.
6. Students have certain rights.
a. A parent may transfer his/her FERPA rights to his/her student. b. Educational agencies may give students rights to their records.
7. For additional information regarding requesting a hearing, filing of complaints, or other questions, please contact the district student services director.
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PROTECTION OF PUPIL RIGHTS ACT (PPRA)
The Protection of Pupil Rights Act was passed in 1978 (20 U.S.C. § 1232h; 34 CFR Part 98) and was recently amended. The new regulations became effective January 3, 2012. Parents or students who believe their rights under PPRA may have been violated may file a formal complaint with the local school district. PPRA is intended to protect the rights of parents and students. PPRA seeks to ensure that schools make instructional materials available for inspection by parents if those materials will be used in connection with an education-funded survey, analysis, or evaluation in which their children participate, and it seeks to ensure that schools obtain written parental consent before minor students are required to participate in any education-funded survey, analysis, or evaluation that reveals information concerning:
Political affiliations.
Mental and psychological problems potentially embarrassing to the student and his/her family.
Sex behavior and attitudes.
Illegal, anti-social, self-incriminating and demeaning behavior.
Critical appraisals of other individuals with whom respondents have close family relationships.
Legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers.
Income (other than that required by law to determine eligibility for participation in a program or for receiving financial assistance under such program).
Utah Code 53A-13-302 supports federal law and requires school districts to adopt policies that “shall include prohibitions on the administration to a student of any psychological or psychiatric examination, test, or treatment, or any survey, analysis, or evaluation without the prior written consent of the student’s parent or legal guardian.”
The Utah Code includes all the items listed above in federal code and adds:
Religious affiliations or beliefs.
Legally recognized privileged and analogous relationships, such as those with lawyers, medical personnel, or ministers.
Following are some frequently asked questions regarding PPRA:
1. What happens when we have an emergency, child abuse problem, or some other challenge that requires us to act before we can talk to parents and get their written consent to make inquiries of a student regarding their parents, medical needs, or conduct at home?
The statute specifically exempts those school employees who are responding to a situation that they “reasonably believe to be an emergency” or who are acting in compliance with state child abuse reporting laws or a court order. There are other narrow exceptions to the parental consent requirement in both the state and federal laws.
2. What happens if a child is in serious trouble because of what seems to be an abusive parent or family member?
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State law and State Board of Education rules provide that “when any person. . .has reason to believe that a child has been subjected to” this situation, he/she “shall immediately notify the nearest peace officer, law enforcement agency, or office of the State Division of Child and Family Services (DCFS).” 3. Should a school employee notify a parent if a child is in danger?
Yes! When a school employee believes that “a situation exists which presents a serious threat to the wellbeing of the student,” the employee is directed to “notify the student’s parent or guardian without delay.” However, when the matter has been reported to DCFS, it is the responsibility of the Division to notify the student’s parent or guardian of any possible investigation or take other appropriate action.
4. What are some examples of student behavior that could constitute a “serious threat to the well-being of a student” that is not the result of child abuse?
Examples could include abusing drugs or illegal contraband, promiscuous sexual activity, attempted suicide, or involvement in criminal or delinquent conduct.
5. When must a parent be notified before administering a test, treatment, survey, analysis or evaluation?
A parent or guardian must be notified at least two weeks before the test, treatment, survey, analysis or evaluation is administered or information is sought. If a parent does not respond, information cannot be gathered from the student.
6. What about asking for protected information through anonymous surveys or other inquiries where the student is not identified?
The legislation specifically applies “whether the information is personally identifiable or not.” 7. What happens if a student voluntarily discloses something that is protected?
While the act specifically exempts spontaneous expression, the use of any part of the curriculum or school activity “in which the purpose or evident intended effect is to cause the student to reveal” prohibited information is not allowed.
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SPECIAL EDUCATION
For help navigating special education policy/procedures, please visit the following web site:
http://www.schools.utah.gov/sars/DOCS/law/finalrules-rev.aspx
The Individuals with Disabilities Education Act (IDEA) is a federal law that ensures services to children with disabilities. IDEA governs how states and public agencies addresses the educational needs of children with disabilities from birth to age 18 or 21 in cases that involve 14 specified categories of disability. Public schools are required to provide special education students with a free appropriate public education (FAPE). The law was enacted in 1990 and reauthorized in 1997 and 2004. The Utah State Board of Education approved Special Education Rules in 2007.
Child Find and Eligibility
It is the responsibility of each local education agency (LEA), meaning a school district or charter school, to identify, locate and evaluate students who are eligible for special education. To be eligible for special education services, a student must have a disability that adversely affects his/her academic and/or functional performance and must require special education and related services in order to receive a FAPE. There are 13 qualifying disabilities, including Autism, Deaf blindness, Developmental Delay, Emotional Disturbance, Hearing Impairment/Deafness, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disabilities, Speech/Language Impairment, Traumatic Brain Injury, and Visual Impairment (including Blindness).
A student may be referred for a comprehensive evaluation for special education eligibility by a parent or by school personnel. The initial evaluation must be completed within 45 days of the date the LEA receives parental consent for the evaluation. A student shall not be determined to be a child with a disability if the determinant factor is lack of appropriate instruction in reading or math or limited English proficiency. Individualized Education Program
An Individualized Education Program (IEP) is a written statement for each student with a disability, in accordance with IDEA and the Utah State Board of Education Special Education Rules (USBE SER), to meet the student’s unique needs and prepare her or him for further education, employment and independent living. The IEP includes an annual statement of (1) the student’s present levels of academic achievement and functional performance, (2) annual measurable academic and functional goals, (3) special education and related services and (4) placement within the least restrictive environment possible to meet the student’s goals and receive the services and supports the IEP team determines are required for the student to receive a FAPE.
IEP Team
The IEP Team develops, reviews and revises the student’s IEP at least annually. Required members of the IEP Team are the student’s parent/guardian, the student (when appropriate), a general education teacher, a special education teacher/provider, an LEA representative. In addition, an individual who can interpret the instructional implications of evaluation/testing results or other individuals may be invited to attend the IEP Team meeting. The school counselor may be designated as the LEA representative by a building principal or district special education leader.
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FEDERAL LAW
SECTION 504 OF THE REHABILITATION ACT
Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive federal financial assistance. The act was passed in 1973 and amended in 2008. Section 504 states: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . .” (emphasis added).
1. The definition of “disability” under Section 504 is as follows:
a. Someone with a physical or mental impairment that substantially limits one or more major life activities or
b. Someone who has a record of such an impairment, or c. Someone who is regarded as having such impairment.
2. The 2008 update clarifies that the measurement for impairments that are episodic or in remission must be considered at the time they are active.
a. The extent of disability caused by conditions such as depression, diabetes, asthma, or anxiety that is in remission or is “substantially limited” would need to be determined when the student’s condition is active.
b. Congress clarified that the decision as to whether an individual has a disability should not entail an extensive analysis, and that it should be expansive.
3. Definition of major life activities: (This list is not intended to be all inclusive.) a. Caring for oneself
b. Seeing, hearing, eating, sleeping, walking standing, lifting, bending
c. Speaking, breathing, learning, reading, concentrating, thinking, communicating d. Working, non-volitional bodily functions.
4. Section 504 requires that accommodations must be individualized.
a. Accommodations should place the student with a disability at an equal starting level with the nondisabled.
b. Students with disabilities should receive appropriate educational services designed to meet the individual needs of the student.
c. The 504 team (school official, parent, and student, and others as needed) should determine the needed services.
5. To be in compliance with Section 504 schools (including charter schools) must:
a. Provide written assurance (504 plan) with assurance of nondiscrimination. The plan should include a list of specific accommodations that will be provided.
b. Designate a 504 coordinator. The coordinator will inform teacher(s), and other school personnel who will interact with the student of the required accommodations. c. Provide grievance procedures to resolve complaints and annually provide information
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REPORTING CHILD ABUSE
http://www.preventchildabuseutah.org/cmsdocuments/protocol.pdf
The law places a “duty to notify” on every person who has reasonable cause to believe that a child may be abused or neglected. It is not necessary to prove that the abuse is occurring.
• Report alleged abuse immediately to CPS or your local law enforcement agency. Any person making a report in good faith is immune from liability, civil or criminal.
• A school employee who only reports the abuse to the principal has not satisfied the mandatory
obligation to immediately report to the proper authorities. Let the school administrator know a
report is being made or report the alleged abuse together. The individual who receives the
disclosure must report it to the authorities.
• It is the responsibility of the investigators to contact the parents. Do not call the parents unless it is
clear that parents are not at all responsible for the abuse. Collecting Information to Make a Report
• Complete a Child Information Sheet, designed by your school or school district, to the best of your ability with the information given. This form is designed to include all relevant information. • Do not become the investigator, and do not ask a lot of questions of the student.
• Document only the details that a student volunteers to you on the nature of the injury or incident. • Document the volunteered information concerning who, what, when and where.
• Document concerns including nonverbal cues, body language, tone of voice, etc.
Referent Protection
CPS will not release the name of a referent except to law enforcement. Both CPS and law enforcement take every precaution to protect the anonymity of the referent (Utah Code 62A-4a-410, 62A-4a-411).
Feedback Information
Feedback to the referent may either be verbal or in the form of a letter. The specifics of the case will not be discussed. The only information released to the referrant will be whether the case is accepted for further investigation and when it is closed. The principal is responsible to inform the teacher if CPS has contacted the school.
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TAB 2
OVERVIEW OF DELIVERY SYSTEMS
CCGP Mission, Beliefs, and Philosophy
Diagram of the Utah CCG Program Model
The Utah Model for Comprehensive Counseling and Guidance
Program Standards
Counselor Time Allocation Chart
Counselor Accountability
School Counselor Competencies
Local School Board Policy
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COMPREHENSIVE COUNSELING
AND
GUIDANCE PROGRAM
MISSION
Comprehensive Counseling and Guidance (CCGP): K-12 Programs strive to have every student in the state of Utah graduate from high school with the skills, knowledge and dispositions essential for success and the next step of development and training.
BELIEFS
All students can succeed at high levels if given sufficient support.
All students will be prepared for college (1, 2, or 4 years) and career upon graduation from high school.
We value diversity.
All students should receive a quality education for the development of the whole child.
All students should have access to the skills, knowledge, and dispositions provided by school counseling professionals.
All students should graduate with lifelong career decision making and management skills that are necessary to succeed in postsecondary education, training, and the workplace.
PHILOSOPHY
A school counseling program is . . .
Comprehensive in scope.
Preventative in design.
Developmental in nature.
Student centered.
Conducted in collaboration.
Reflective and driven by data.
An integral part of the total education program.
Our vision is to provide every student with the assistance and guidance to effectively identify, select, plan, and prepare for college and a career of choice, while giving each student the encouragement to achieve the goals which will enable him or her to have increased confidence.
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UTAH COMPREHENSIVE COUNSELING AND GUIDANCE
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UTAH MODEL
COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM
The focus of the school counseling program in Utah is to improve academic achievement for all students. School counseling in Utah has changed since the statewide implementation of the Comprehensive
Counseling and Guidance Program (CCGP). Before the CCG Program was developed, counselors responded haphazardly to the needs of students, without a systematic, organized approach or vision. Counselors are responsible for designing and delivering programs that promote student achievement.
The CCG Program is:
Comprehensive in scope.
Preventative in design.
Developmental in nature. The Utah Model:
Promotes and enhances the learning process for all students.
Ensures equitable access to rigorous coursework for all students.
Identifies the knowledge and skills that all students will acquire as a result of the Comprehensive School Counseling Program.
Defines CCG curriculum that is delivered to all students in a systematic fashion.
Is based on the school’s counseling team making data driven decisions.
Includes a collaborative effort between the professional school counselor, parents, and other educators to create an environment that promotes student achievement.
The Framework of the Utah Model consists of four components:
Foundation
Delivery System
Management System
Accountability
The Professional School Counselor’s Role is to:
Spend 85 percent of their time in direct service to students.
Participate as members of the school’s educational team.
Use the skills of leadership, advocacy and collaboration to promote positive systemic change. Delivery of Services
Professional school counselors provide services to students, parents, school staff and the community in the following areas:
School Guidance Curriculum
Individual Student College and Career Planning
Responsive and Dropout Prevention Services
System Support Student Outcomes
Academic and Learning Development
Life and Career Development
Multicultural and Global Citizen Development
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PROGRAM STANDARDS
There are ten CCGP Standards that define the expected outcomes for school counselors. Each standard includes explicit indicators (listed in Program Review Booklet) to guide the practice of the school counselors.
Assurances
Standard 1: Every Student
Standard 2: Data and Program Effectiveness Standard 3: Plan for College and Career Readiness Standard 4: Career Exploration and Development Standard 5: School Guidance 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 Counseling and Guidance Training
Time Allocation Chart
The Utah Model for Comprehensive Counseling and Guidance Program 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 CCR
5-10% 9-18 days 35-45% 63-80 days 45-55% 81-99 days Guidance Curriculum with
CCR Components 35-45% 62-81 days 25-35% 45-62 days 15-25% 27-45 days Responsive Services and
Dropout Prevention 30-40% 53-72 days 25-30% 45-53 days 15-20% 27 - 36 System Support &
Non-guidance Activities 10-15% 18-27 days 10-15% 18-27 days 10-15% 18-27 days Adapted from Gysbers, N.C. & Henderson, P. (Eds.) (2000). Developing and managing your school
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COUNSELOR ACCOUNTABILITY
“To demonstrate the effectiveness of the school counseling program, the program will undergo internal and external evaluations. Through honest evaluation the individual counselor or the counseling team will be able to make better decisions about what is being done and whether or not it is working. There are three types of evaluation:
1. A Program Review or self-evaluation will determine the status of your program against a set of established program standards.
2. Results evaluation determines the impact that the guidance program has on critical academic markers of student success and preparation for college and careers.
3. Your district or school principal will complete a personnel evaluation that describes the individual effectiveness of a counselor or the counseling support staff.”
(Gysbers, Norman C., Patricia Henderson (2012). Developing & Managing Your School Guidance &
Counseling Program. Alexandria, VA: American Counseling Association.)
As a school counselor, you work with students, parents, faculty, administration, and other stakeholders to determine individual and the counseling team’s effectiveness in implementing the CCG Program:
The Student Outcomes Accountability Report (SOAR) will be reviewed by school counselors. The counseling team, the district counseling leader, and the state CCGP Specialist will be able to track pertinent data to ensure all students in the state of Utah are being prepared for college and career.
Using the SOAR data, the school counseling team will submit the results of one data project to the district counseling leader. The data project(s) are ongoing and the school counseling team annually records disaggregated, longitudinal or cohort data to assist the counselors in making data driven decisions to improve the CCG Program. June 1 each year, the district counseling leader will submit one data project from each secondary school in the district to the USOE CCG Program Specialist.
Each CCGP school has a formal Performance Review every six years based on the standards of practice and the expectation that school counselors are implementing a school counseling program that is focused on every student. A program manual and evidence box is required for the six-year review.
Every three years, the CCGP school counseling team conducts an Interim Review to present the findings and implications of their program. The implementation of the CCG Program Standards will be reviewed. The school counselors will share their data projects and the longitudinal or co-hort data that is being collected and specific items in the evidence box will be reviewed.
Every year the CCGP school counseling team completes a self-evaluation. In years 1, 2, 3, 4, and 5 the counseling team and principal will discuss and mark a hard copy of the evaluation and one counselor will input the information on the on-line self evaluation form. In year six, the counseling team will evaluate their program using the CCGP Performance Review Book and submit the final copy to USOE by May 1. The Review Team will use the CCGP Review Book throughout the review. A hard copy of the self-evaluation should be placed in the evidence box for year 1, 2, 3, 4, 5 and 6.
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ASCA SCHOOL COUNSELOR COMPETENCIES
www.schoolcounselor.org
The Utah Model is based on the same foundational concepts.
1. School counselors believe:
a. Every student can learn and every student can succeed.
b. Every student should graduate from high school and be prepared for employment or college (1, 2, or 4 years).
c. Effective school counseling is a collaborative process involving all stakeholders.
d. School counselors can and should be leaders in the school and the district.
2. School Counselors should articulate and demonstrate an understanding of:
a. Current trends in education, including federal and state legislation. b. Learning theories.
c. Human developmental issues affecting student success.
3. An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
a. Uses state standards to drive the implementation of a comprehensive school counseling program.
b. Understands the unique legal and ethical nature of working with minor students in a school setting.
c. Continuously engages in professional development.
4. School counselors should possess the knowledge, abilities, skills and attitudes necessary to deliver a school counseling program.
a. Counseling theories and techniques in different settings, such as individual planning, group counseling and classroom guidance.
b. Principles of career planning and college admissions, including financial aid and athletic eligibility.
c. Principles of working with various student populations.
d. Develops and presents a developmental guidance curriculum addressing all students’ needs including closing-the-gap activities.
e. Develops a database of community agencies and service providers for student referrals. 5. An effective school counselor is able to use formal and informal methods of evaluation.
a. Conducts a program audit.
b. Uses data from results reports to evaluate program effectiveness and to determine program needs.
c. Uses student data to support decision making in designing effective school counseling programs and interventions.
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LOCAL SCHOOL BOARD POLICY
The local School Board or Board of Trustees adopt and approve a board policy which defines the CCG Program for their district or charter school.
The district counseling leader reviews the CCGP Board policy every three years (as part of the Interim and Program Approval process) to ensure that board policy is in compliance with changes in Utah State Law and State Board of Education Rule.
The district counseling leader collaborates with principals and counselors to update the school counselor job description at least once every three years.
Include the following in the district’s counselor job description:
o Implement, with fidelity, the Comprehensive Counseling and Guidance Program Standards.
o List specific responsibilities that the school counselors have to the students, parents, school and community.
o Define the school counselor’s role in preparing all students for college and careers through individual planning for CCR and the delivery of strategic guidance curriculum. o Collect, disaggregate, and analyze school achievement data to determine strategies to
increase student achievement for all students.
The counselors will collect longitudinal or cohort data to determine the success of the new programs, courses or interventions.
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UTAH EDUCATOR EFFECTIVENESS PROJECT
Education research is very clear that effective instruction matters and educators are the single most school-level influence on student achievement. Therefore, the foundational assumptions of the Utah Educator Effectiveness Project recognize that high quality instruction in all public schools in Utah requires:
Measuring teaching and leadership with research-based performance standards.
Aligning preparation programs to Utah Effective Teaching Standards and Utah Educational Leadership Standards.
Evaluating the effectiveness of educators yearly, using multiple measures.
Recruiting, retaining, promoting, and rewarding the most effective educators.
Providing appropriate professional development at all stages of the professional career continuum.
The five major components of the Educator Effectiveness Project are directly targeted at improving instruction and are all essential for improving educational outcomes for all students. These standards will serve as the basis for district educator evaluation systems as well as the model system being developed by the Utah Educator Evaluation Advisory Committee and subsequent workgroups. The Utah State Board of Education adopted R277-531 in September 2011, outlining the educator evaluation components and processes required of all school districts in Utah.
Utah Effective Teaching Standards
Standard 1: Learner Development Standard 2: Learning Differences Standard 3: Learning Environment Standard 4: Content Knowledge Standard 5: Assessment
Standard 6: Instructional Planning Standard 7: Instructional Strategies
Standard 8: Reflection and Continuous Growth Standard 9: Leadership and Collaboration Standard 10: Professional and Ethical Behavior
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TAB 3
MANAGEMENT OF PROGRAM AND DISTRICT LEADERSHIP
Due Dates for the CCG Program
District Counseling Leader Responsibilities
The Principal-Counselor Relationship
Principal and Counselor Accountability Questions
What Every Counselor Should Know
Eligibility to Receive CCGP Funding
Appropriate Uses of CCGP Monies
Counselor-to-Student Ratio
Reporting FTE in CACTUS
State Board Rule for Counselor-to-Student Ratio
New Comprehensive Counseling and Guidance Programs
Letter of Intent for New Counseling Programs
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DUE DATES FOR THE CCG PROGRAM
Due Date Item
Mar 1–May 1 Letter of intent from a new school wishing to implement a CCG Program due to USOE CCGP Specialist
Apr 1–May 1 The online CCGP self evaluation survey is available
May 1 Three-year Interim Performance Review form with signatures due to USOE CCGP Specialist
May 1 Six-year Formal Program Review form with signatures due to USOE CCGP Specialist May 1 Deadline for the counseling team to complete the online CCGP self-evaluation
survey
May 1 Districts that do not meet the 1 counselor to 350 student ratio submit the required compliance report (ratio plan) to USOE CCGP Specialist
June 1 RFP uploaded to USOE from each district and charter school June 1 The school SOAR report due to the USOE CCGP Specialist
June 1 The district counseling leader sends one Data Project from each secondary school to the USOE CCGP Specialist
Note: At the present time, elementary counselors are not required to submit the items listed above to the USOE. Elementary counselors are encouraged to collect, disaggregate, and analyze data and use the data to set strategic goals and measure success.
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DISTRICT COUNSELING LEADER RESPONSIBILITIES
AND
USOE CCGP DEADLINES
1. Complete the annual Request For Proposal (RFP) and submit to the USOE by June 1.
a. The Student Outcomes Accountability Report (SOAR) is part of the CCGP funding Request For Proposal (RFP), which is due June 1. District leaders will list potential data projects of each secondary school.
2. The district counseling leader reports to the local board of education at least once each year. The report can be written or oral.
a. The leader shares SOAR reports and pertinent data regarding each secondary school’s Individual Plan for College and Career meetings, guidance curriculum, data projects, etc. 3. Utah State Law 53A-1a-106 (4) (See TAB 1.)
a. Each school district and public school shall make an annual report to its patrons on its activities under this section.
4. The district counseling leader oversees the distribution of Comprehensive Guidance monies.
a. Refer to the “Utah State Board of Education Board Rule: R277-462-6. Use of Comprehensive Counseling and Guidance Program Funds” (located in Tab 1).
5. Utilizes the October 1 student enrollment count for each school and the district to determine the counselor to student ratio for each secondary school.
a. The State Board Rule states that there should be one counselor for every 350 students—a 1:350 ratio.
b. If a district or charter school is not in compliance with the 1:350 ratio, a formal compliance report must be submitted to the USOE CCGP Specialist by June 1.
6. It is the responsibility of each district/charter school to annually update the CACTUS system by October 1 to reflect each school counselor’s names and the % FTE assigned. The assignment code should be school counselor.
7. The district counseling leader meets with each school’s counseling team and:
a. Reviews the team’s short-range and long-range goals to improve academic achievement for all students and improve targeted components of the CCG Program.
b. Reviews the school’s disaggregated, longitudinal data that is submitted in the annual Student Outcomes Accountability Report (SOAR) data.
8. The district counseling leader reviews each secondary school’s data projects to ensure that the purpose is clear and the counseling team will be able to collect longitudinal or cohort disaggregated data to measure the success of the project.
9. The district counseling leader schedules the CCGP three-year Interim and six-year Performance Reviews for each school in the district.
a. The On-Site Six-Year Performance Review will be at the same time as the district’s CTE Program Approval visits.
