Bryant Middle School

COMPREHENSIVE COUNSELING GUIDANCE PROGRAM FORMAL REVIEW 2013/2014 February 11, 2014

Mrs. Frances P. Battle Principal Dr. Mele Taukeiaho Vice Principal Mrs. Jennifer Hanseen Counselor Mr. Daniel Sachse - Counselor

Bryant Middle School

CCGP Formal Review February 11, 2014

Table of Contents
Standards:
Required Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7 Standard 8 Standard 9 Standard 10 Assurances-Required Components Every Student Data and Program Effectiveness Plan for CCR (College and Career Ready)/CCR Process Career Exploration and Development School Guidance Curriculum Responsive Services and Dropout Prevention Program Leadership and Management Interschool Communication Time Allocation and Counselor Role Comprehensive Counseling and Guidance Training Pg. 6 Pg. 9 Pg. 15 Pg. 18 Pg. 21 Pg. 24 Pg. 27 Pg. 30 Pg. 32 Pg. 35 Pg. 38

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Mission Statement:
The mission of the counselors at Bryant Middle School is to provide high quality, comprehensive school counseling services to students. Our programs are designed to help develop and enhance students academic, social, career, and personal strengths in order to become responsible and productive citizens. There is a commitment to individual uniqueness and the maximum development of human potential. Through the skillful use of strategic, timely, and personal interventions, counselors customize educational experiences in order to enhance capabilities, close achievement gaps among high and low performing groups and support positive choices.

Our Core Values:

Enhancing capabilities Closing achievement gaps Supporting positive choices Helping students become responsible and productive citizens

Our End Statements:

All students will produce exceptional work. All students will utilize autonomous, self-directed learning skills. All students will demonstrate personal and social responsibility.

Bryant Middle School Counseling Program should:

Be planned and implemented in conjunction with faculty, parents, and community representatives. Utilize the combined knowledge of counselors, teachers, parents, and administrators to deliver the program Use data to drive program goals and development. Involve counselors, teachers, and administrators to monitor student results and progress. Be planned around student competencies for all students K-12.

All Counselors Involved at Bryant Middle School Will:

Abide by a professional code of ethics as outlined by the Utah State Office of Education, American School Counseling Association and other state and national education offices. Continue to collaborate with each other and key stakeholders in the school community. Participate in professional development activities to ensure a quality school counseling program and successful academic experience.

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Assurances

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Assurances Required Components and Review Annually

Board adoption and Approval, structural components, administration assurance, and use of data.
Self-Evaluation Level of Performance: 3

Board Adoption and Approval:

Approval: Written evidence that the Board has adopted the CCGP as a K-12 model for school counseling programs. Communication: A report is given every year to the local school board regarding board regarding student achievement related to the CCGP. This report describes how each school is in alignment with the district plan for college and career readiness and includes data on program effectiveness. Student Ratios: Student /licensed school counselor ratio in terms of percentage of contract time devoted to CCGP activities is 350/1 or less (grades 7-9). BMS currently has two counselors to serve (430 Middle School students). Funding & Budget: The guidance team has worked with the school administration to establish a budget, which adequately supports the CCGP. The Counseling Department has used the money from the budget to pay for counseling administration report. Structural Components 1. The CCGP facilities include most of the following: separate offices, an inviting outer welcoming area, conference room, and for secondary programs, a Career Center area. BMS has: o Comfortably sized counseling office (large enough for groups). o Adequate, inviting welcoming area. o Conference room. o Career Center in CTE room. 2. BMS has one full time counseling assistant. The counseling assistant helps with scheduling CCRs, comp guidance activities, and registration. 3. Specific days for late night CCRP conferences have been identified and scheduled to provide for parents not able to attend during school hours. 4. Up-to-date computer facilities, software and assessment tools meet the needs of students and personnel. 5. BMS counselors are hired for 10 additional days beyond teacher contract days to assist and facilitate registration, perform training, and assist with start/end of school issues. 6. BMS counseling department has a link on our school website to communicate with parents, students, and staff. The direct website is www.bryantcounselors.weebly.com/ which features an updated, dedicated section to counseling which serves parents and students: CCR information Scholarship Information Parent/Student Resources Counselor Connection (Counseling calendar) Link to UtahFutures Page 6 of 39

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Counselor contact info. (Phone number & email) Bullying information

The counselor takes time to meet with students/parents as needed. When in the office, counselor has an open door policy. Parent/student appointments are made through counseling assistant or directly through the counselor, through email or over the phone. Support Administration is trained in CCGP Model, assists the counselor in obtaining access to individual classrooms to deliver guidance curriculum activities, and meets with the school counselor on a regular basis to review data. Accountability Administration is involved in the annual self-evaluation; they are part of the interim review team, update the board, and understand the value of CCGP and has reviewed the inappropriate activity checklist in the Utah Model. Needs Assessment A needs assessment is completed every three years. School wide data as well as the needs assessment has been considered and used in the implementation of guidance curriculum lessons and as part of the CCGP. The plan for quality and effectiveness for CCR has been measured by response of parents that attended the CCRs. The needs assessment was completed in October 2013 and included information from staff, parents, and students. School Counselor Checklist The school counselor advocates for a curriculum that prepares all students for college and career readiness and includes opportunities for college-level work for advanced students. BMS offers honors and ELP courses as well as AVID. The counselor at BMS is current and follows all applicable laws. All required forms are used when needed. The licensed school counselor conducts all CCRs. The evidence box is updated annually and is kept in the counseling office. School-wide/Counseling Team Goals: The counseling team will continue to update the website monthly.

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Standards

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Standard 1 Every Student

All program elements are designed to recognize and address the diverse needs of every student (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).

Level of Performance: 3
1. Identification of Diverse Populations and Students Bryant Middle Schools CCGP and 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: Students with diverse ethnic or cultural backgrounds Refugee and immigrant students Economically challenged students First generation college students Students with limited English proficiency Students with disabilities Academically challenged students Academically talented students Student Population by Grade and Gender 7th Grade 8th Grade Male Femal All Male Femal All Male e e 106 105 211 112 113 225 218 Total Enrollment Female ALL 218 436

School Year 2013-2014

Student Population by Ethnicity 2013-2014 School Year Category Number Percentage African American/Black 13 2.9 % American Indian Asian Hispanic/Latino(a) Pacific Islander White/Caucasian Multiple Races Refugee and Immigrant 10 16 263 25 104 8 30 2.2 % 3.7 % 60.3 % 5.7 % 23.9 % 1.6 % 6.1 %

Student Population by Special Need 2013-2014 School Year Category Number Percentage Economically 422 85.6 % Disadvantaged English Language Learners 90 18.3 % First Generation College 292 67.0 % Homeless 30 6.1 % Students taking ELP courses 82 18.8 % Students with 504 plans 4 0.9 % Students with IEPs 83 19.0 %

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Academic Performance: GPA 2013-2014 School Year to date 7th Grade 8th Grade Total Number Percentage Number Percentage Number Percentage Principals Honor Roll 7 1.6 % 0 0.0 % 7 1.6 % GPA 4.0 Principals Honor Roll 93 21.3 % 48 11.0 % 141 32.3 % GPA 3.5 3.9 Bryant Honor Roll 46 10.6 % 48 11.0 % 94 21.6 % GPA 3.0 3.4 GPA 2.0 2.9 41 30.1 % 81 18.6 % 122 27.9 % GPA under 2.0 30 6.8 % 46 10.6 % 76 17.4 % Student Performance: Attendance August 21 December 6, 2013 (71 school days) Unexcused 7th Grade 8th Grade Total Absences Number Percent of Number Percent Number Percent (Full Day) Students Grade Students of Grade Students Student Body <4 179 84.8 % 186 82.7 % 365 83.7 % 59 25 11.8 % 24 10.7 % 49 11.2 % 10 14 5 2.4 % 13 5.8 % 18 4.1 % > 15 2 0.9 % 2 0.8 % 4 0.9 % Academic Performance: CRT results Assessment Year: 2012-2013 Reporting year: 2013-2014 2012-2013 6th Grade = 2012-2013 7th Grade = 2013-2014 7th Grade 2013-2014 8th Grade 2013-2014 Total Number Number Number Students Percentage Students Percentage Students Percentage 194 100 % 202 100 % 396 100 % 60 68 46 20 194 108 29 38 19 194 66 46 54 28 30.93 % 35.05 % 23.71 % 10.31 % 100 % 55.67 % 14.95 % 19.59 % 9.79 % 100 % 34.02 % 23.71 % 27.84 % 14.43 % 47 77 37 41 202 70 64 36 32 202 48 42 60 52 23.27 % 37.75 % 18.14 % 20.30 % 100 % 34.65 % 31.68 % 17.82 % 15.84 % 100 % 23.76 % 20.79 % 29.70 % 25.74 % 107 145 83 61 396 178 93 74 51 396 114 88 114 80 27.02 % 36.61 % 20.95 % 15.40 % 100 % 44.95 % 23.48 % 18.69 % 12.88 % 100 % 28.79 % 22.22 % 28.79 % 20.20 %

Language Arts Scores Substantial Sufficient Partial Minimal Math Scores Substantial Sufficient Partial Minimal Science Scores Substantial Sufficient Partial Minimal

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Academically Challenged Students Math Lab classes (supplemental math instruction) Individual tutoring available both during school and after school Referral and monitoring via Student Services Committee (SSC) Special Education evaluation and service delivery Colors of Success program Interventions o Small group counseling targeting Student Success Skills that includes goal setting, accountability and empowerment, organization, time management, study habits and help seeking o Teacher/parent monitored tracking Economically Challenged Students Free and Reduced breakfast and lunch Kids Caf free dinner for after-school programs Colors of Success program Fee waivers Outreach o Family Involvement Specialist (resource liaison) o Collaboration with district Homeless Liaison Mike Harmon o Sub for Santa donations for students in need o Food Bank donations for students in need o Donations, vouchers and referrals to community resources as needed o Collaboration with business partners Whole Foods Trader Joes Smiths Marketplace Students with Diverse Ethnic or Cultural Backgrounds Interpreters available for parent-teacher conferences as needed Spanish for Native Speakers courses Colors of Success program Participation in Martin Luther King. Jr. Day recognition, essays and field trips Counselor participation in REACH training (Salt Lake District) Teachers and counselors required to complete ESL endorsement Bilingual office staff Students with Disabilities 504 plan accommodations o Counselors assist administration in creating and implementing student 504 plans which are used to provide additional accommodations to meet specific needs of students with disabilities IEP & Special Education services o 83 students who qualify for services under IDEA o All students receive services mandated by IEPs in both special education and regular education classrooms o One self-contained Cognitive-Behavioral Training Unit (CBTU) classroom serving 13 students from BMS as well as others within the school district o One self-contained learning disabled unit serving 14 students Special locker accommodations based on need Schedule accommodations based on need Page 12 of 39

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Elevator/wheelchair accessibility Colors of Success program Behavior and Education specialists provide ongoing training to staff. Counselors attend IEP meetings to discuss and implement educational needs of students. Counselors work closely with Special Education department to ensure most appropriate placement for each student. Weekly Student Services Committee (SSC) meetings collaboratively address student needs.

Academically Talented Students Honors classes Colors of Success program Extended Learning Program (ELP) classes-Language Arts, History, Math, and Drama Spanish for Native Speakers classes Advancement Via Individual Determination (AVID) classes Students with Limited English Proficiency Fully functioning English Language Development (ELD) program accommodating student proficiency levels 1, 2 and 3 On-site ELD Coordinator BMS faculty, counselors and staff currently hold or are pursuing ESL endorsement Spanish for Native Speakers classes Colors of Success program Translation services available for parent-teacher conferences, 7th grade orientation, and other important school events In-classroom scaffolding available through school-family collaboration On-site ELD coordinator Refugee and Immigrant Students Family Involvement Coordinator serves as liaison to community-based resources, services and supports for refugee and immigrant families Colors of Success program Counselors attend meetings, conferences and training targeting the needs and challenges of immigrant students First Generation College Students Advancement Via Individual Determination (AVID) courses foster college awareness, intention and preparation College Night event for students and parents (May) Eighth grade students participate in Utah Scholars program and Step Up! Campaign Teachers display banners of their college alma maters Colors of Success program Individual PCCR meetings and eighth grade EXPLORE tests target students individual college and career plans, short-term and long-term goals and steps required to meet those goals Counseling center provides written information for all students and families regarding academic achievement, college preparation and the school-career connection 2. Demonstrated Use of Modifications to the Program Counselors are using ongoing evaluation to adapt and modify CCG Program in order to meet the needs of all students, especially those of diverse backgrounds. CCGP based on results of needs assessment data. Page 13 of 39

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Counseling team uses disaggregated data to provide equity in educational opportunities for all students. Student schedules are individualized based on identified needs and most appropriate placement. PCCR conferences are held for every student (7th and 8th grade). Counselors meet with students and parents to address academic performance and attendance concerns on an ongoing, as-needed and follow-up basis. o Attendance mediation o Referrals to Peer Court and/or intervention alternatives 6th grade orientation held each year to familiarize incoming 7th graders and their families with opportunities available at BMS. All incoming 7th graders begin school one half-day early in order to be introduced to the counseling center, its purpose and the services counselors provide. Academic tutoring available to all students both during and after school. Academic tracking sheets are available to all students. Illuminate and PowerSchool programs used to track student progress Responsive Services available to all students in need: o Support groups available based on demonstrated need o Voices counseling group available through Cornerstone for identified students in need o Individual counseling services available through on-site social worker o Ongoing counseling available for students in crisis

Evidence is provided that counselors have disaggregated achievement data to measure success and provide equity in educational opportunities (academic performance data and assessment data such as CRT and EXPLORE tests). There is evidence of counselors use of relevant, longitudinal, closing-the-gap data (PIPs). School CCGP Team Describe how the program has addressed recommendations from the last review: We were able to return to 2 full time counselors for the 2013-2014 school year. CCGP team has followed through with self-recommendations and will have individual SEOP conferences with both 7th and 8th graders this year. We have continued to work closely with parents and have utilized interns whenever available. CCGP Team Goals: Continue to increase awareness of college scholarships for middle school students Continue to improve the use of relevant, longitudinal, closing-the-gap data Continue to maintain100% participation of eighth grade students in the 4-year Plan and to share the results of the EXPLORE test Increase parent participation in the 4-year plan process Continue individual, small-group and classroom guidance programming designed to improve academic achievement based on identified needs (i.e. Student Success Skills group) Improvement Plan Component: Bryant Middle School has shifted in its demographics over the past 5 years. Demographic shifts have been addressed to develop and implement strategies that help each student have an opportunity to be successful.

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Standard 2 Data and Program Effectiveness

The program uses current school data, including a formal student/parent/teacher needs assessment which is completed and analyzed at least every (3) years. Level of Performance: 3 1. Assessment, Use of Data and Program Effectiveness A formal CCGP needs assessment has been completed within the same school year as the site review. This was completed in October 2013 and consisted of academic performance data, attendance records and online self-report surveys completed by 99 students, 46 parents and 24 teachers. 2. Analysis and Implementation Bryant Middle School needs assessment data addresses CCGP student outcomes, consistent with the Utah Model and appropriate school district, state and national standards and goals. Program goals are developed based on an analysis of the needs data Individual and group SEOPs provide students and parents with information on academic and career planning. Data projects are based on analysis of needs data Free-tutoring after school is available on Tuesday, Wednesday, and Thursday Study Skills groups held by counselors during lunch Bullying information is on counselor website and counselors participate in the district antiharassment curriculum School Tip-line Anti-Harassment training for staff and students 3. Program Improvement Projects for Program Effectiveness Effective program improvement projects for guidance activities have been designed and implemented for program effectiveness. The counselors 2013/2014 PIP will be to monitor the effectiveness of our lunch time groups. o Study Skills o Attendance issues o Behavioral referrals 4. Self-Evaluation Documentation is provided for timely submission of the annual self-evaluation (May 2012). 5. Professional Obligations and Leadership Annual presentations on data projects have been made to the school faculty. Documentation is provided for participation in district/regional interim review of data projects. 6. American Indian/Alaska Native Students AI/AN students are recognized either by self- identification or through collaboration with district Title VII personnel and tribal education leaders. Identification of AI/AN students includes tribal and/or village affiliation.

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School CCGP Team Describe how the program has addressed recommendations from the last review: There were no recommendations from last review. CCGP team will continue to implement PIP based on needs assessment, SOAR report, and School Improvement Plan. CCGP Team Goals: Counselors will have a permanent spot on the faculty meeting, SIC, SSC and SCC agendas. Counselors will work more closely with the title VII coordinator to collect longitudinal data on AI/AN students to monitor progress toward graduation. Improvement Plan component: Bryant CCGP will continue to address the changing demographics and focus our effort on the target populations who did not achieve mastery in the areas of Mathematics, Language Arts, English Language Development and Science. We will provide support necessary to assist students in achieving proficiency.

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Standard 3 Plan for CCR (College and Career Ready)

Programs shall establish College and Career Ready for every student, both as a process and a product, consistent with local board policy and the goals of the Comprehensive Counseling and Guidance Program, Secondary School Accreditation (R277-413) and Applied Technology Education (R277-911). Level of Performance: 3 1. Student Multiple efforts have been made to include every student and parent. Data has been collected on parent and student participation. Counselor conducts thirty minute get to know you CCR with 7th graders (during CTE classes) o Extensive CCR activities within Intro. to CTE o Individual CCR meetings with each student o Group CCR during classes Individual CCR completed with 8th graders. o Counselors talk about 4 year plans, Explore test, UtahFutures, Scholarships, make goals, identify pathways, explain progress toward graduation. 2. Parent Documentation consistent with district requirements has been provided regarding student and parent participation, including parent signatures on a CCR form maintained for each student. CCR invitations are mailed home to parents about when CCRs are going to be held and on occasion parents are notified by phone the day before their appointment. A copy of every CCR form is maintained for each student including a signature line for parents, student, and counselor. Examples are included in the evidence file. 3. Counselor The counselor has maintained leadership and responsibility of the CCR process. Counselors conduct at least one individual CCR with every student during the students enrollment at the school. The school counselors follow the objectives by grade level checklist for a Plan for CCR as outlined in UtahFutures. A copy of the checklist is included in the evidence box. 4. Curricula Objectives by Grade Level: 7th Grade Rationale- The transition from 6th to 7th grade can be daunting. The purpose of the 7th grade CCR is to assist 7th graders with transition issues, allow them to get to know their counselor, to establish the habit of goal setting, and prompt students to begin exploring careers. Create or review academic/personal goals Follow up on transition issues (during get to know you conference) Discuss career Interests (use UtahFutures assessments if available) Assist in course selection for following year Begin building Personal Profile First day of 7th grade is 7th grade only to help them transition to the school 8th Grade Rationale- 8th Grade is the last year for preparation before a student begins earning high school credit. 4 year plans are essential to help students chart a pathway toward high school graduation. By this time, many students are beginning to consider career choices. Create or review academic/personal goals Page 19 of 39

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Discuss career Interests (UtahFutures assessments) Assist in course selection for following year Review high school graduation requirements Discuss Explore test results Information on Test Prep. & Scholarships Complete 4 year plans Update Personal Profile Assessments As part of their individual CCR, students are informed of their current and past grades, classes that are helpful for post-secondary education, given a copy of their cumulative assessment record and Explore test results. Support Network Counselors work closely with many teachers in our building to provide additional services for students about college and career access. o Counselors are part of the CTE team and collaborate with them on Career Development lessons. o Counselors also collaborate with faculty to help students prepare for Finance Park which includes writing resumes, applications, and understanding financial responsibility. Entry Assistance During individual CCR and small group CCR conferences, we discuss appropriate college entrance and admissions exams with students. All 8th graders take the Explore test in October. Counselors help students pursue realistic goals in their career and college search using UtahFutures. Counselors also emphasize appropriate goal setting in 7th grade CTE lessons, individual CCR conferences, and during classroom presentations. Counselors help all students complete at least one job application, college application, or apprenticeship application per year starting in 7th grade. Financial Awareness During CCRs counselors talk about college affordability, scholarships, aid sources, and financial aid processes. Scholarships that are available to 7th and 8th graders are also listed on the counseling centers website. Counselors prepare and take 8th grade students to Finance Park which teaches them how to budget their money and how much college loans will cost.

CCGP Formal Review February 11, 2014

5.

6.

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School CCGP Team Describe how the program has addressed recommendations from the last review: CCGP team has continued to utilize Reality Town or Finance Park for the 8th grade students. We have made it a priority to have 100% participation in the SEOP process and have made an effort to include as many parents as possible. We have implemented individual SEOP meetings for both 7th and 8th graders. We have utilized the help of interns to complete the individual conferences with 7th and 8th grade students. CCGP Team Goals: Additional efforts will be made to include more parents in the SEOP process through the use of email, letters, postcards, phone calls and the school website. Counselors will be available to meet with individual students throughout the year and provide students an opportunity to learn more about UtahFutures. We will continue to provide Guidance Curriculum and attend Finance Park. Improvement Plan component: Students will be able to further their academic growth and college and career readiness by participating in Finance Park and utilizing our community partners. (Fidelity Investments provides volunteers for Junior Achievement Finance Park.

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Standard 4 Career Exploration and Development

The program provides assistance for students in career development, including awareness and exploration, job seeking and finding skills, and post-high school placement. Level of Performance: 3 1. Grade 7 The CTE Intro Career development activities are sequenced throughout the CTE Intro course and have become an integral part of the CCGP. Evidence is gathered to determine the effectiveness of the CTE Intro course using USOE-developed instruments as they become available. Counselor delivers all the required components of the career development activities in the CTE program. Counselor gives a personality type and learning style test to each student so that the students can better understand their personality and learning style. Counselor participates fully as a member of the CTE Intro. team. Counselor attends CTE planning meetings to determine when/how content will be taught. Counselors communicate with the CTE intro team through collaboration, email, and scheduled meetings to set up agendas. 2. Grade 8 Career exploration activities are provided for all students at each grade level. There is evidence of next step planning activities for all students. Students access and complete activities within UtahFutures Group CCRs Finance Park Curriculum Career Exploration and Development activities using CTE pathway materials and UtahFutures are provided for all students multiple times during the 8th grade year. Counselors guide students to develop a four year plan and make educational and career exploration goals. Every 8th grade student takes the Explore test which includes a self-interest inventory. The counselor goes over the self-interest inventory during the SEOP process. Counselors introduce students to the Utah High School to College and Career Pathways Student Guide and make copies available to all students in all grades. Students are also given the website at UtahCTE.org where they can find this and other helpful publications regarding Career Pathways. 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 during activities and CCR process.

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School CCGP Team Describe how the program has addressed recommendations from the last review: CCGP team has continued to participate in Finance Park, UtahFutures, and other District CTE resources. CCGP Team Goals: CCGP team will present the career development lessons in CTE intro class that have been determined by USOE. Counselors will keep a checklist of all activities completed and students will keep individual portfolios. Portfolios will be available during Spring Parent/Teacher conferences. Improvement Plan component: Students will become more aware about the connection between school and work by participating in Finance Park and UtahFutures. Students learning will be enhanced by providing opportunities to explore different careers by completing the activities associated with career development.

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Standard 5 School Guidance Curriculum

The program delivers a developmental and sequential guidance curriculum in harmony with content standards identified in the Utah model for CCGP. The guidance curriculum is prioritized according to the results of the school needs assessment process. Level of Performance: 3 1. Curriculum Content Bryant Middle School has used the following assessments to prioritize strategies and interventions within the CCGP: Needs assessments Teacher Recommendations Evidence is provided that the guidance curriculum is in harmony with the CCGP Student Outcomes identified in the Utah Model and is supportive of school improvement goals. Counselors have implemented a guidance curriculum to meet content standards not covered by classroom teachers. Many specific orientation activities are provided for diverse students regarding school function, education values, and expectations in an effort to maximize student achievement, good behavior, and attendance. 6th grade Orientation Back to School Night Parent Teacher Conferences (four times a year) Counselors are an integral part of Positive Behavior Intervention (PBIS) Strategies within the school Honor Roll recognition Attendance recognition After School Mentoring Program Lunch Bunch Group Cornerstone Counseling groups Colors of Success Citizenship Recognition 2. Curriculum Delivery Counselors are actively involved in teaching the guidance curriculum. Counselors teach CTE lessons/activities Counselor organizes and runs support groups throughout the school year. Counselors facilitate SEOP process by meeting individually with 7th & 8th graders. Counselors in conjunction with administration monitor student attendance and achievement goals. All teachers have been surveyed to determine which of the identified competencies they are teaching. Results are compiled and used to determine what curriculum will be taught by counselors. 3. Breaking Down Barriers Counselors implement a variety of strategies and instructional styles recognizing different needs among all students. Learning Style Inventory in 7th grade Counselors implement strategies and instructional styles through the use of different mediums: auditory, visual, interpersonal, intrapersonal, tactile and social Counselors are ESL and REACH endorsed or are working towards becoming endorsed Page 25 of 39

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School counselors provide guidance activities along with the assistance of honors and ELP teachers that support the awareness of rigorous programs of study. School CCGP Team Describe how the program has addressed recommendations from the last review: There were no recommendations. CCGP team will continue to collaborate with teachers and administrators to meet the needs of all students at Bryant Middle School. CCGP Team Goals: Counselors will survey the teachers to determine the identified competencies they are teaching. Counselors will then provide instruction for those competencies that are not covered by teachers. Improvement Plan component: Based on the school improvement plans date results, Bryant Middle School students will be placed in the classes that will best meet their individual needs. Students will be aware of opportunities available to them for advanced classes they may take in Middle School and in High School.

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Standard 6 Responsive Services and Dropout Prevention

These services are available to address the immediate concerns and identified needs of all students through and education-orientated and programmatic approach, and in collaboration with existing school programs and coordination with family, school, and community resources. Level of Performance: 3 1. Prevention Bryant Middle School CCGP team strives to be aware of students unique situations, problems, and relationships that may affect academic performance and overall well-being. Counselors are available during regular school and lunch hours for students and parents. o In case of emergency and counselors are unavailable, a member of the administration team or the counseling assistant will meet with students. Phone messages and emails are answered within a timely manner. Counselors have an open door policy when in the office. Offices are easily accessible Counselors are always willing to meet with students/parents before & after school, beyond contract time if necessary. School counselors help all students who are failing classes and work with them on creating an individualized plan for college and career readiness. Counselors meet with students that are failing core classes. Counselors have a support group during lunch time for students with failing grades. After school programs are available for students. Counselors and administrators collaborate on strategies to identify and assist failing students. There is effective coordination with existing school and district programs and collaboration with school, community, and family resources. Referrals and reports are made to outside agencies and authorities when needed. Counselors have established working relationship with DCFS, School Resource officer, and other civic departments. Counselors have established working relationships with several social workers in the area. The Positive Behavior Interventions and Supports Team provides teachers with strategies and support. Counselors work closely with school district homeless liaison to provide services for homeless students. Counselors have a working relationship with the school family involvement specialist. Bryant Middle School counselors refer students to school based Valley Mental Health social worker. Counselors use a programmatic system to deliver information to students about growth, development, and transition issues to empower students to successfully navigate development challenges and life events. Large group presentations including bullying, study skills, goal setting, UtahFutures presentations, registration, and SEOP information Small group presentations on bullying, study skills, friendships, and new student orientation Individual Counseling Utilization of existing school programs and interventions such as; daily tracking sheets, weekly tracking sheets, and progress reports. Coordination with resources outside of school Staff and student training on anti-harassment. Counselors utilize the PBIS tier system for infractions as well as Educators Handbook. Page 28 of 39

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o o o Tier 1 minor infractions Tier 2 Moderate infractions Tier 3 Major infractions

2. Intervention Programs and activities have been implemented which address issues identified from the needs data collection and analysis. Academics and school related stress group Bullying Individual mediations as needed Student Services Committee: Committee members collaborate to identify and work individually with students who struggle in the following areas: o Attendance o Behavioral o Academic o Social o Educators Handbook A major goal at Bryant Middle School is to ensure that all students understand the importance of attending school. To accomplish this we track, intervene and monitor all students with at risk behaviors. According to school attendance data to date, no students have dropped out of Bryant Middle School The CCGP uses outside resources for group counseling which are responsive to school needs data Bryant Middle School partners with Cornerstone counseling to provide group counseling CCGP team provides as needed group counseling for grief, transitions, or bullying in response to the schools needs data School Based Mental Health Services (Valley Mental Health) Guidance Curriculum was implemented based on formal and informal needs assessments. Please see standard V for a description Counselors effectively follow-up with all students and parents as required following a responsive services contact. Counselors follow up with students on their case load as per SCC recommendations/referrals. District and school crisis response plans are in place and are updated. A copy of the district crisis plan is in the evidence file. School CCGP Team Describe how the program has addressed recommendations from the last review: There were no recommendations from the last review. We have continued to use a variety of interventions for students including community resources and have continued to respond to the needs of parents, students, teachers and administrators CCGP Team Goals: We will update the counseling website with PBIS tiers. We will provide training for new staff and update current staff on how to deal with crises in the short and long term. Improvement Plan component: Bryant Middle School will continue to use the data available from the School Improvement Plan to identify and carry out effective interventions for students who have been identified as in need of support in any area. Page 29 of 39

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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 CCGP is an integral part of the school improvement plan. Level of Performance: 3 1. Advisory Committee Bryant Middle School Advisory Committee meets every 3rd Friday at 7am it is in conjunction with School Community Council. Membership includes diverse representation from the school. Members include administration, counselors, teachers, and parents. Students may attend the Advisory meeting. The Advisory Committee supports and assists the CCGP in developing specific guidelines and goals for student achievement based on results from the students needs assessment, bully survey, and academic testing results and are consistent with the School Improvement Plan. Agendas and minutes of all meetings are available for further review 2. Program Leadership The CCGP team has facilitated the inclusion of AI/AN, African American, Asian American, Hispanic/Latino and Pacific Islander parent concerns in the School Improvement Plan. This was done by surveying as many parents as possible in the needs assessment that was given in the fall of 2013. These results included parent comments and input from diverse populations. These concerns were acknowledged and implemented for the 2013-2014 School Improvement Plan. All CCGP members meet weekly with Student Services committee to discuss programming and student needs. CCGP members meet with teachers during PLCs when student concerns, progress, and interventions are a concern. The CCGP team provides training and in-service for the staff related to CCGP, student achievement, and the School Improvement Plan. In-service and training is facilitated twice monthly during faculty meeting. 3. School Improvement Team The CCGP team is actively involved with the administration and school staff in designing, implementing, and evaluating the School Improvement Plan and Focus Plan. This is done bi-weekly in the Focus group meeting and School Community Council. School CCGP Team Describe how the program has addressed recommendations from the last review: There were no recommendations from the last review. We will continue to participate as an integral part of the school improvement team CCGP Team Goals: Students will be more regular attendees in the Advisory and SCC committees. Counselors will have a regularly scheduled spot on the agenda for Faculty meetings and have the opportunity to share CCGP information and program goals. Improvement Plan component: Bryant CCGP team will continue to work collaboratively with administration and teachers on the Focus Team and will contribute to Closing the Gap for students identified as in need. Page 31 of 39

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Standard 8 Interschool Communication

This includes communication, collaboration, and coordination with the feeder system regarding the CCGP. The Comprehensive Counseling and Guidance Program is discussed and coordinated as a k-12 concept. Level of Performance: 3 1. Secondary Coordination Bryant Middle School counselors have a planned formal calendared quarterly meeting with feeder schools. This is through Head counselor and student services committee meetings through the district. Written agendas and minutes are available for all meetings. Comprehensive Guidance curriculum and activities are well coordinated from level to level 7th grade o Reality Check o Learning Styles o Personality Styles o Goal Setting 8th Grade o Individual SEOP o Finance Park o CTE tour at high school o Career Pathways o Helpful high school courses CCGP works within feeder system to share information about all students in regard to student identification, achievement, student needs, and transitions. Bryant has an annual 6th grade orientation night in January where all Elementary students that will be attending Bryant are invited to come. This is arranged through the Elementary school and held at Bryant. Coordination with Local High Schools to help with registration of students at the respective High School. High School counselors come to Bryant to register incoming 9th graders 2. Collaboration K-12 Bryant Middle School receives students from six different elementary schools. Counselors at Bryant meet with Elementary counselors or representatives quarterly during student services committee meetings. During this time counselors plan student transitions. The plan for SEOP process and materials including school improvement goals and have been coordinated with all middle schools in our district. Individual student information to support students in dropout prevention and responsive services is exchanged in a coordinated process. This is completed on a quarterly basis with feeder and cone schools during the student services meeting and head counselor meeting. The CCGP collaborates in the feeder system to provide effective transition and activities to meet the needs of all students, including specific activities for diverse populations. Page 33 of 39

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In January a 6th grade orientation is held for all incoming 6th graders. Parents are invited to attend along with their students. During this time, they are introduced to all of the counselors, administration and the programs that are available at Bryant Middle School. After the presentations students and parents are lead around the school in small groups with the student body officers showing them where classes are and getting them familiar with the school. Teachers and counselors are available for any questions that the students and parents might have. 6th grade students are invited to come to the school anytime that the school is open in the summer to find classes, check lockers and to become familiar with the school. During the first day of school Bryant Middle School only has 7th graders present. The reason for this is to give them the opportunity to learn the school, meet their teachers, open their locker and learn how to transition from class to class. We have the student body officers at the school to help the 7th graders with opening lockers and help them learn where classes are located. Incoming seventh grade students are invited to participate in summer enrichment programs.

School CCGP Team Describe how the program has addressed recommendations from the last review: There were no recommendations from the last review. CCGP team will continue to collaborate with feeder schools and cone site schools to ensure that student information is appropriately shared in regards to student identification, student needs and transitions. CCGP Team Goals: Counselors will plan to have quarterly meetings with feeder schools with agendas reflecting transition plans for elementary to middle school and middle school to high school. Improvement Plan component: Under the key essential of Family and School Collaboration/Communicating with Families and Community, the Bryant CCGP team utilizes counseling website to educate community about registration information for all transitions (elementary to middle and middle to high school).

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Standard 9 Time Allocation

Evidence is provided that EIGHTY PERCENT of aggregate counselors 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. Level of Performance: 3 1. Target Time Allocation Target time for CCGP has been established and customized to meet the needs of Bryant Middle School Target Time 10-20% 30-35% 25-30% 10-15% 0% 13/14 Actual Time 14.17% 35.21% 29.38% 13.54% 7.71%

Guidance Curriculum Individual Planning Responsive Services System Support Non Guidance

2. Time & Task Analysis There are periods throughout the year that require more time in one area than another (More system support at start/end of school). Because of this, we chose to forego a 10 day sampling and analyze our time throughout the whole year. At the end of each month, we input our time into an excel sheet which tabulates time percentages and gives a broad picture of how time is being spent. 3. Direct Services to Students Our current sample shows that 87.29% of each counselors contract time is spent on direct services (guidance curriculum, individual planning, and responsive services). 4. Calendar A full year CCGP calendar is provided that correlates with the counselors target time allocations and school improvement goals. The percentage of time allocated to each of the components correlates with school improvement goals and desired results for student learning. A current calendar is posted and updated regularly through the CCGP web page. It is through the counseling website at: http://bryantcounselors.weebly.com/ 5. Non Guidance Activities Counselor fair share responsibilities are consistent with the Utah CCGP Model and school improvement plans and goals. Counselors have no responsibility for standardized test administration or coordination. Counselors at Bryant Middle School serve as advisors for master schedule building, but they do not have primary responsibility.

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School CCGP Team Describe how the program has addressed recommendations from the last review: We have used interns to help with SEOP process. We are responsible for administering the EXPLORE test only. We do not have responsibility for the CRTs. CCGP Team Goals: Counselors will use the needs assessment data to set up a target time for CCGP that fits the schools needs. Counselors will keep counseling website updated and current. Improvement Plan component: Teachers, Administrators and Counselors will communicate learning expectations and student progress by using the school/counseling website and by participating in Parent/Teacher conferences that are held 5 times per year.

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Standard 10 Comprehensive Counseling and Guidance Training

Regular participation of Guidance Team members in USOE-sponsored CCGP Training. Level of Performance: 3 1. Training and Program Updates Counselors and administrator attended USOE CCGP training to support the integration of the CCGP with the AdvancedEd School Improvement Plan within the last 5 years. 2. Professional Development All counseling team members and administrators have regularly accessed available yearly state training opportunities. Counselors at Bryant Middle School participate in professional development activities to support the school improvement goals and desired results for student learning District level counselor meetings and trainings Faculty meetings and trainings twice a month Counselors are members of the school FOCUS team Counselors participate in PLC groups and trainings Counselors are part of our school leadership team Counselors have memberships in and participate in professional organizations ASCA Membership (Hanseen and Sachse) USCA Membership (Hanseen) Bryant Middle School counselors are working toward fulfilling the components of the AI/AN training for school counselors, which lead to best practices for all students. School CCGP Team Describe how the program has addressed recommendations from the last review: There were no recommendations from last review. CCGP team will continue to participate regularly in USOE sponsored trainings. CCGP Team Goals: Counselors will attend at least one summer conference yearly. Counselors will continue to complete the AI/AN endorsement for school counselors. Counselors will continue to participate as active members on the PBIS team. Improvement Plan component: Counselors will continue to be actively involved in PBIS and positively reinforce school wide expectations systematically by focusing on student achievement, teaching and learning.

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