The elementary school years set the foundation for developing the knowledge, attitudes, and skills necessary for students to become college and career ready. Elementary school counselors have an impact on these years by implementing a College and Career Readiness School Counseling Program. This K-12 framework provides a comprehensive approach and systemic program design that promotes data-driven, student-focused, and best practices for students. The Elementary School Counseling Program Implementation Guide is a resource for elementary school counselors to support the implementation of high-quality school counseling programs.
The purpose of the Elementary School Counseling Program Implementation Guide is to supplement the College and Career Readiness School Counseling Program Model by providing additional insight and resources to help elementary school counselors in developing and implementing a comprehensive school counseling program.
Implementation Guide documents/templates:
The Elementary Systemic Assessment, through Career and Technical Education (CTE) Surveys, is a tool to help evaluate the effectiveness of the school counseling program. This survey should include feedback from a significant representation of students, parents, and teachers that is reflective of the overall school demographics. It is recommended that this survey be administered every 3 years in alignment with the secondary school counseling program 6-year review cycle to support program alignment and data analysis across feeder schools. Results from this survey allow counselors a data-informed direction for the implementation of a comprehensive school counseling program.
The Curriculum Delivery Survey is completed by teachers. It is recommended that this survey be administered every 3 years in conjunction with the Elementary Systemic Assessment. Results from this survey allow counselors to deliver intentional classroom instruction to support the development of student mindsets and competencies in the four domains of academic/learning, life/career, multicultural/global citizenship, and social/emotional.
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Elementary school counselors are uniquely positioned to create a program that equitably serves all students and supports the school improvement plan. As elementary school counselors work within the system with administration and school leadership teams, they work continuously with data. A data project is a way that the elementary school counselor can connect school needs and goals for improving student learning outcomes.
Elementary school counselors are accountable for their individual performance as well as their program’s performance. It is recommended that elementary school counselors complete a data project each school year using the Data Project Reporting Template. Data projects promote a systemic process of a data-driven decision-making school counseling program and answers the question, Is the school counseling program making a difference for students, and how can I prove it?
To complete the Data Project Reporting Template, download the Accountability and Data Project Reporting Template. When you first open the file in Excel, click on Enable Macros if prompted. Once in the document, refer to the instructions sheet and read the instructions thoroughly before beginning to fill out the template.
As defined in the Utah Office of Administrative Rules R277-530-7: Educational School Counselor Standards, the Utah Effective School Counselor Performance Standards articulate what effective school counselor practices look like in the Utah public education system. The standards align with the American School Counselor Association (ASCA) school counselor standards, the National Office of Counselor Advocacy (NOSCA), the Utah College and Career Readiness School Counseling Program Model, and current research on effective school counselor practices. The effective school counselor focuses on students’ long-term academic, college and career, citizenship, and social/emotional development.
The Utah Effective School Counselor Rubric is the tool used to evaluate the school counselor’s ability to demonstrate the skills and professional dispositions necessary to promote students’ autonomy, career literacy, responsibility to self and others, and lifelong learning.
School counselors are also expected to adhere to the school counseling ethical and professional standards set forth by the American School Counselor Association (ASCA).
The Student Outcome Accountability Report (SOAR) provides elementary school counselors with student data to assist in the data-decision making process. This report takes data submitted through the Utah Transcript Record Exchange (UTRex) system and organizes it in categories that elementary school counselors can use to help identify gaps in the areas of access, attainment, and achievement. From this analysis, elementary school counselors set program goals to address identified gaps to improve student outcomes. The SOAR is designed as one resource for elementary school counselors, but additional data sources should be used when making data-informed decisions.
Individual schools can access their SOAR through the Utah State Board of Education Data Gateway Login. Elementary school counselors will need to work with their Information Technology department or LEA leadership to obtain access. Once access is granted through the district, elementary school counselors can find the report on the Data Gateway homepage under My Tools. To help elementary school counselors analyze and interpret the SOAR, the SOAR Business Rules have been established.