Assurances & Standards


Board Adoption and Approval
The CCR School Counseling Program has ongoing communication with the local board regarding program goals and outcomes supported by data.

Administrative Assurances
Administration (CTE Director and building administrators) understands the value in the CCR School Counseling Program and its relationship to the School Improvement Plan.

Use of Data
The program uses a formal CCR School Program student/teacher systemic assessment.
Structural Components
Structural components and policies support the CCR Program.  This includes adequate resources and support for counseling facilities, materials, equipment, clerical staff, and school improvement processes.

Program Leadership and Management
Structures and processes are in place to ensure effective program management.  Evidence is present that counselors are working as program leaders and the School Counseling Program is an integral part of the School Improvement Plan.

Time Allocation
Evidence is provided that 85% of aggregate counselor's time is devoted to DIRECT services through a balanced program of Plan for CCR, collaborative classroom instruction, and systemic approach to dropout prevention consistent with the results of school systemic assessment data.

College and Career Readiness School Counseling Program Training
Regular participation of counseling team members in USBE sponsored CCR School Counseling Trainings. 


Standard 1 - Every Student

Standard 1 Description 
All program elements are designed to recognize and address the diverse needs of every student. Access, Attainment, and Achievement data are used to guide the CCR School Counseling Program.

Standard 2 - Data Effectiveness and Program Improvement

Standard 2 Description
The program uses current school data, including a formal student/parent/teacher CCR School Counseling Program Systemic needs assessment that is completed and analyzed at least every three (3) years.

Standard 3 - Plan for CCR (College and Career Ready) Process

Standard 3 Description
Program shall establish Plans for CCR for every student, both as a process and a product. Each student will be involved in planning for college and career readiness by participating in, but not limited to, individual, small group, and large group opportunities throughout the year. 

Standard 4 - Career Literacy

Standard 4 Description
The CCR School Counseling Program career literacy assistance for each student in order to make informed decisions about choosing and deciding the best course of action to reach their goals.

Standard 5 - Collaborative Classroom Instruction

Standard 5 Description
The program delivers a developmental school counseling curriculum in harmony with content standards identified in the Utah Model for CCR School Counseling Program.

Standard 6 - Systemic Approach to Dropout Prevention with Social/Emotional Supports

Standard 6 Description
With a systemic approach to access, attainment, and achievement school counselors will collaborate and coordinate with family, school and community resources to provide services to address the immediate concerns and identified need of each student.

Standard 7 - Alignment

Standard 7 Description
In order to decrease access, attainment and achievement gaps, school counseling programs must systemically communicate, collaborate, and coordinate programs and goals with feeder systems, schools and stakeholders.