Bryan Middle School Counselors

    Mr. Jim Cheney Ms. Stephanie Suhr                          Mrs. Marie Cusic
      Teams 7B and 8B          Teams 7A and 8A Teams 7C and 8C     

Welcome (Click Each Tab)

Breakfast begins at 7:10 A.M. and is FREE for all students. The school doors open at 7:30 A.M.  Please be sure your student is wearing clothing appropriate for school. Pajamas and clothing with printed wording and pictures that advertise or promote alcohol, tobacco, or drugs or carry derogatory connotations, etc..., are inappropriate for school and will be dealt with according to the OPS Code of Conduct.

Thank you for dropping off your student before 7:30 A.M., so that he/she will be sitting in the correct seat before the tardy bell rings at 7:40, with planner, books, school supplies, and homework, in addition to a positive attitude and a desire to learn. Avoid traffic congestion in front of the school by dropping off your student by 7:20 A.M.

Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).


"BEAR  P.R.I.D.E." - "Orgulloso de Ser Oso"
Peers Respecting Individuality, Diversity and Excellence.
Personas que Respetan Individualidad, Diversidad y Excelencia.

Arrive by 7:30 A.M. - the tardy bell rings at 7:40 A.M. 

In the morning, students must stand at the right bus stop several minutes before the bus arrives, and then be seated in the correct seat.  After school, students must sit in the correct seat and be ready to leave at 2:50 P.M.  Bus riders involved in after-school activities and sports are permitted to ride the 4:40 P.M. bus to their nearest elementary school.
Talk to a coach or counselor to sign up TODAY!

Clubs, activities, sports, and tutoring are available AFTER SCHOOL.  The activity bus is for students who ride the school bus.  

OPS/BMS Attendance Practices and Procedures 

Daily attendance is an expectation of the OPS District. Parents/Guardians are encouraged to call the school as soon as they know the student will be absent.  If the school has not been notified, an attempt will be made to contact a parent/guardian by phone.

Students who arrive late, leave for a period of time during the day, or leave early for any reason (with or without prior notification) will be counted as absent for the instructional minutes missed that day. 

The District notifies parents/guardians when a student has missed the equivalent of 5, 10 and 15 days. The District notifies the County Attorney when a student misses the equivalent of 20 days, and then the County Attorney decides whether to dismiss, divert for counseling, or prosecute the case.

If you need assistance with attendance issues, please contact your child’s school counselor or the Student Services Office at 402-557-2710.

At 5 absences
, the student attends a meeting with the counselors during CUBS and receives a copy of the OPS/BMS Attendance Policy and Procedures to share with the parent/guardian.  The attendance team will also meet to discuss attendance concerns and possible interventions to help improve the student’s attendance.

At 10 absences, a letter is mailed to the parent/guardian by the Student Support Liaison (SSL), and the student's counselor meets with the student.  

At 15 absences, the parent/guardian is contacted by letter with information from the SSL for a scheduled appointment with the date and time. This meeting includes the parent/guardian and the SSL to discuss attendance concerns and interventions that will help improve attendance.

At 20 absences, the parent/guardian is notified by letter that the student has missed 20 days of schooling.  The SSL will also submit a referral to the county attorney's office.

Attendance Makes a Difference
What Students Can Do
: *Set an alarm clock allowing enough time to get ready and eat breakfast. *Decide what clothing to wear and
lay it out for the next day. *Place jacket and backpack by the door that you will be use to leave in the morning. *Have a positive attitude and look forward to the school day.

What Parents/Guardians Can Do: *Assist with and review homework and sign other necessary forms. *Establish a bedtime routine that is age appropriate. *Have breakfast foods available or take advantage of the FREE BREAKFAST offered at school. *Be a role model by demonstrating that being on time, being prepared, and having a positive attitude about work are all important. *Contact the school counselor to develop a plan to resolve the issue if attendance problems occur.

The single most important factor contributing to student achievement is attendance. Students must be in school to be successful. Regular attendance is the key to learning. Each student should be in class every day and on time!  When absent, it is the student’s responsibility to complete missing work and turn it in.

Students with regular attendance: *Have higher test scores. *Are more involved in school activities. *Feel safer. *Maintain healthy friendships. *Are less inclined to participate in at-risk behaviors. *Are more likely to graduate. *Are more likely to attend college.

OPS  Middle School Promotion Guidelines

For promotion from the 7th to 8th grade, and 8th to 9th grade, students must earn a minimum of 5 credits per semester.

1. A student can earn 1 credit each semester for passing a semester class.
2. At least 3 of the 5 credits each semester must be earned from passing Math, Science, Language Arts, Social Studies, International Language, or Reading.

BMS Expectations for ALL Students:

*No graffiti allowed. 
*Use appropriate language. 
*Do not litter. 
*Use your quiet voice.

*On the stairs and in the halls, walk on the right side. 
*Do not run.


*Be on time to school and to every class each day.
*Complete all assignments and turn them in on time.
*Bring all materials including agenda (planner) to every class each day.


Goal 1: All students will increase reading comprehension across the curriculum. 

Goal 2: All students will improve problem-solving skills across the curriculum. 

Goal 3: Staff and students will maintain a positive, safe and secure learning environment where students thrive. 
EXCELS PLUS is the strategic plan for school improvement and accreditation of the Omaha Public Schools.

Parents/Guardians can register in the office to view student grades on Infinite Campus.
Click here for the Infinite Campus Parent Portal.

Call Mrs. Soto, School Nurse,
with health questions and concerns:

BMS Character Education Programs

Bryan Middle School encourages students to live by the 7 Habits for Successful Teens.  Our CUBS Lead program incorporates lessons for students to learn each habit and teachers encourage them in their classrooms.  

 Habit 1:  Be Proactive - Take responsibility for your life.
 Habit 2 Begin with the End in Mind - Define your mission and goals.
 Habit 3:  Put First Things First - Prioritize/do important things first.
  Habit 4:  Think Win-Win - Have an "EVERYONE CAN WIN" attitude.
  Habit 5:  Seek First to Understand, Then to Be Understood - Listen.
  Habit 6:  Synergize - Work together to achieve more.
  Habit 7Sharpen the Saw - Renew yourself regularly.

* For teens, life is not a playground, it's a jungle. And, being the parent of a teenager isn't any walk in the park, either. In his book, The 7 Habits of Highly Effective Teens, author Sean Covey attempts to provide "a compass to help teens and their parents navigate the problems they encounter daily."

* How will they deal with peer pressure? Motivation? Success or lack thereof? The life of a teenager is full of tough issues and life-changing decisions. As a parent, you are responsible to help them learn the principles and ethics that will help them to reach their goals and live a successful life.

* While it's all well and good to tell kids how to live their lives, "teens watch what you do more than they listen to what you say," Covey says. So practice what you preach. Your example can be very influential.

* Covey himself has done well by following a parent's example. His dad, Stephen Covey, wrote the book The 7 Habits of Highly Successful People, which sold over 15 million copies. Sean's a chip off the old block, and no slacker. His own book has rung in a more than respectable 2 million copies sold. Here are his seven habits, and some ideas for helping your teen understand and apply them:

1.  Be Proactive

Being proactive is the key to unlocking the other habits. Help your teen take control and responsibility for her life. Proactive people understand that they are responsible for their own happiness or unhappiness. They don't blame others for their own actions or feelings.

2.  Begin With the End in Mind

If teens aren't clear about where they want to end up in life, about their values, goals, and what they stand for, they will wander, waste time, and be tossed to and fro by the opinions of others. Help your teen create a personal mission statement which will act as a road map and direct and guide his decision-making process.

3.  Put First Things First

This habit helps teens prioritize and manage their time so that they focus on and complete the most important things in their lives. Putting first things first also means learning to overcome fears and being strong during difficult times. It's living life according to what matters most.

4.  Think Win-Win

Teens can learn to foster the belief that it is possible to create an atmosphere of win-win in every relationship. This habit encourages the idea that in any given discussion or situation both parties can arrive at a mutually beneficial solution. Your teen will learn to celebrate the accomplishments of others instead of being threatened by them.

5.  Seek First to Understand, Then to be Understood

Because most people don't listen very well, one of the great frustrations in life is that many don't feel understood. This habit will ensure your teen learns the most important communication skill there is: active listening.

6.  Synergize

Synergy is achieved when two or more people work together to create something better than either could alone. Through this habit, teens learn it doesn't have to be "your way" or "my way" but rather a better way, a higher way. Synergy allows teens to value differences and better appreciate others.

7.  Sharpen the Saw

Teens should never get too busy living to take time to renew themselves. When a teen "sharpens the saw" she is keeping her personal self sharp so that she can better deal with life. It means regularly renewing and strengthening the four key dimensions of life – body, brain, heart, and soul.

OPS Middle School Counseling (Scroll Down & Click Each Title)


The School Counseling Program in the Omaha Public Schools encompasses preschool through twelfth grade.


School counselors are advocates, collaborating with students, school staff, families and community resources to empower all students to reach their highest potential.

The mission of the Omaha Public Schools strengths-based school counseling program is to support academic success and preparation for post-secondary opportunities for all students.


1. Every student will be provided the nurturing relationships and personal support needed to achieve social competence and academic success.
2. Every student will be empowered to gain the attitudes, knowledge and skills necessary for lifelong academic, career, and personal success.


Middle School – Students will be supported to:
- attend school regularly
- advance on grade level 

- transition to high school


School counselors use many types of activities to introduce all students to a wide variety of careers. Interest inventories, guest speakers, field trips, job shadows, and career fairs are some of the opportunities available to students. 

Students are sometimes challenged with the demands of school and life. Decision-making, conflict resolution, problem solving, and healthy relationships are some of the topics school counselors discuss with students. 

Through classroom curriculum, group activities and individual sessions, school counselors guide all students toward academic success and post-secondary education goals.

Counselor Role

MIDDLE SCHOOL COUNSELORS work with students in the classroom,
as well as individually and in small groups. 

MIDDLE SCHOOL COUNSELORS focus on the following:

  • Development of a Personal Learning Plan.
  • Exploration of careers and post-secondary opportunities.
  • Self-awareness.
  • Interventions to support academic success.
  • High school transition.

MIDDLE SCHOOL COUNSELORS collaboration with families
continues to be critical to ensure students attend school regularly,
stay on grade level and transition smoothly to high school.

Delivery Program

The O.P.S. School Counseling Division's goal is to support students for success at every grade, so they graduate ready for the demands of college and career.

All OPS students are expected to graduate in four years and the majority of those students extend their education beyond high school.  The School Counseling Division has established milestones for each student to help improve this rate. Counselors monitor the progress of all students, not only to be sure they are on track to graduate, but also to ensure they have a plan beyond high school. Completion of these milestones is necessary in order for students to be ready to select a career path and the training necessary to prepare them for their career choice.  The milestones also enhance communication with students and families as we strive to improve student performance and ensure college and career readiness.

The OPS School Counseling Program is comprised of four components that contribute to student preparedness, engagement, and growth:  Curriculum, Individual Student Planning, Responsive Services, and System Support.

The OPS Developmental Pre-K-12 School Counseling Curriculum consists of structured developmental experiences presented systematically through classroom and group activities. The purpose of the school counseling curriculum is to provide students at all levels with knowledge of normal growth and development, to promote their positive mental health and to assist them in acquiring and using life skills. The curriculum is organized into three major areas: Personal/Social, Academic/Educational, and Career/Occupational.  While it is the counselor's responsibility to organize and implement the school counseling curriculum, the cooperation and support of the entire faculty and staff are necessary for its successful implementation.

The school counseling curriculum is delivered through such strategies as the following:

Classroom Activities - Counselors teach, team teach and/or assist in teaching school counseling curriculum learning-activities or units in classrooms or the guidance center.

Group Activities - Counselors conduct groups outside the classroom to respond to students' identified interests or needs.

Individual Student Planning

Individual Student Planning consists of activities that help all students plan, monitor, and manage their own learning as well as their personal and career development. Within this component, students evaluate their educational, occupational, and personal goals and plans. The activities in this component are counselor planned and directed. The activities are generally delivered on an individual basis.

Individual Planning is implemented through the Personal Learning Plan in grades 4-12 and includes such strategies as:

Individual Appraisal: Counselors, working with students, analyze and evaluate students' abilities, interests, skills and achievements. Test results/data are the basis for developing immediate and long-range plans for students.

Individual Advisement: Counselors, working with students, use personal-social, educational, career and labor market information in planning personal, educational and occupational goals.

Placement: Counselors assist students in making transitions from grade to grade, school to work or post-secondary education/training.

Responsive Services

Responsive Services consists of activities designed to meet the immediate needs and concerns of students. This component is available to all students and is often student-initiated. While counselors have special training and skills to respond to students' specific needs and concerns, the cooperation and support of the entire faculty and staff is necessary for successful implementation of this component.

The Responsive Services component of the School Counseling Program is implemented through the strategies listed below.

Consultation: Counselors consult with parents, teachers, educators and community agencies regarding the creation and implementation of strategies to assist students. Home visits are an essential part of the counseling program in the elementary schools.

Personal Counseling: Counseling is provided in a small-group or on an individual basis for students expressing difficulties dealing with relationships, personal concerns, or normal developmental tasks. Solution-focused counseling assists students in identifying problems, causes, alternatives and possible consequences so that appropriate action and positive solutions to concerns can be accomplished.

Crisis Counseling:  Counseling and support are provided to students and their families facing emergency situations. Such counseling is normally short-term and temporary in nature. When necessary, appropriate referral sources are used.

Referral:  School Counselors use referral sources to deal with crisis situations such as suicide, violence, abuse and terminal illness. Referral sources include: Community Counselors, Mental Health Agencies, School Psychologists, School Social Workers, Student Personnel Assistants, Social Services and others listed on the Resource Card. 

Resource Cards:  All students annually receive an updated Resource Card with contact information for personal crisis situations.

System Support

System Support consists of management activities that establish, maintain, and enhance the school counseling program as well as meet school-wide responsibilities.

The System Support component is implemented and carried out through activities in the following areas:

Professional Development: Counselors are involved in regularly updating their professional knowledge and skills.

Staff and Community Relations: Counselors communicate to staff and the community through newsletters, local media, school and community presentations.

Consultation with Teachers: Counselors consult with teachers and other staff members regularly to provide information and support to staff and to receive feedback on emerging needs of students.

Advisory Councils: Counselors serve on school counseling program committees--Student Preparedness, Student Engagement, or Student Growth.  Counselors may serve on community advisory boards or committees in order to provide input and generate community support.  There is also a community advisory board for the School Counseling Program.

Community Outreach: Counselors are knowledgeable about community resources, employment opportunities and local labor market information. In order to obtain this information, counselors visit local businesses, industries, and social service agencies on a periodic basis.

Program Management and Operations: Counselors plan and manage tasks needed to support activities conducted in the school counseling program. This also includes school staff responsibilities.

Research and Development:  Counseling program evaluations, data analysis, follow-up studies and the continued development and update of counseling learning activities are some examples of the research and development work of counselors.

School Counseling Division
Omaha Public Schools
3215 Cuming Street
Omaha, NE  68131

TAC Building, Room 365
Office (402) 557-2161
Fax  (402) 557-2169

Dr. Nancy Bond, Supervisor


Academic (College) Domain
7.1 / 7.2  Demonstrate attitudes and behaviors of self in relation to others that lead to successful learning.  (Assets 21-25, 32-36)
7.3 / 7.4  Acquire skills to monitor and complete academic requirements.  (Include the importance of attendance).  (Assets 21-25)
Career (Work) Domain
7.1 / 7.4  Connect personal interests, abilities, and achievements to a wide range of career opportunities.  (Assets 37-40)
7.3  Demonstrate an understanding of the relationship between educational achievements and career opportunities.  (Assets 21-25, 32, 37-40)
Personal/Social (Life) Domain
7.1  Develop an understanding of and respect for self as an individual.  (Assets 27-31, 37-40)
7.2 / 7.3  Recognize the effects of actions on others.  Acquire knowledge and skills necessary for resolving interpersonal relationships.  (Include bullying prevention).   (Assets 8-10, 15, 26-36)

Academic (College) Domain
8.1 / 8.4  Acquire and apply knowledge and skills to become confident, self-directed learners.  (Assets 21-25, 37)
8.2 / 8.3  Identify possible positive/negative consequences of academic decisions and implement decision making and problem-solving strategies.  (Include importance of attendance).  (Assets 26-36, 37-40)
Career (Work) Domain
8.1 / 8.2  Investigate the world of work in relation to the knowledge of self and the importance of employability skills.  (Assets 26-40)
8.3 / 8.4  Select high school courses based on tentative life and career goals.  (Assets 9, 17-20, 32, 37-40)
Personal/Social (Life) Domain
8.1  Identify and practice positive social interactions with others.  (Include bullying prevention).  (Assets 28-36)
8.2  Explain how personal beliefs and attitudes affect decision-making.  (Assets 26-32)
8.3  Develop the assets to build resilience for significant life events.  (Assets 1-6, 17-20)

Counseling Resources

40 Developmental Assets

External Assets


1. Family support—Family life provides high levels of love and support.

2. Positive family communication—Young person and his/her parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.

3. Other adult relationships—Young person receives support from three or more nonparent adults.

4. Caring neighborhood—Young person experiences caring neighbors.

5. Caring school climate—School provides a caring, encouraging environment.

6. Parent involvement in schooling—Parent(s) are actively involved in helping young person succeed in school.


7. Community values youth—Young person perceives that adults in the community value youth.

8. Youth as resources—Young people are given useful roles in the community.  

9. Service to others—Young person serves in the community one hour or more per week.  

10. Safety—Young person feels safe at home, school, and in the neighborhood.

Boundaries & Expectations  

11. Family boundaries—Family has clear rules and consequences and monitors the young person’s whereabouts.

12. School Boundaries—School provides clear rules and consequences.

13. Neighborhood boundaries—Neighbors take responsibility for monitoring young people’s behavior.

14. Adult role models—Parent(s) and other adults model positive, responsible behavior.

15. Positive peer influence—Young person’s best friends model responsible behavior.

16. High expectations—Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time 

17. Creative activities—Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.

18. Youth programs—Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.

19. Religious community—Young person spends one or more hours per week in activities in a religious institution.

20. Time at home—Young person is out with friends “with nothing special to do” two or fewer nights per week. 


Internal Assets

Commitment to Learning 

21. Achievement motivation—Young person is motivated to do well in school.

22. School engagement—Young person is actively engaged in learning.

23. Homework—Young person reports doing at least one hour of homework every school day.

24. Bonding to school—Young person cares about his/her school.

25. Reading for pleasure—Young person reads for pleasure three or more hours per week. 

Positive Values 

26. Caring—Young person places high value on helping other people.

27. Equality and social justice—Young person places high value on promoting equality and reducing hunger and poverty.

28. Integrity—Young person acts on convictions and stands up for his/her beliefs.

29. Honesty—Young person “tells the truth even when it is not easy.”

30. Responsibility—Young person accepts and takes personal responsibility.

31. Restraint—Young person believes it is important not to be sexually active or to use alcohol or other drugs. 

Social Competencies 

32. Planning and decision making—Young person knows how to plan ahead and make choices.

33. Interpersonal Competence—Young person has empathy, sensitivity, and friendship skills. 

34. Cultural Competence—Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.

35. Resistance skills—Young person can resist negative peer pressure and dangerous situations.

36. Peaceful conflict resolution—Young person seeks to resolve conflict nonviolently.

Positive Identity

37. Personal power—Young person feels he/she has control over “things that happen to me.”

38. Self-esteem—Young person reports having a high self-esteem.

39. Sense of purpose—Young person reports that “my life has a purpose.”

40. Positive view of personal future—Young person is optimistic about his/her personal future. 


Click links below:

40 Developmental Assets

40 Developmental Assets Checklist

Which Developmental Assets do you have, and which would you like to build?
Tell your parent/guardian and family members so that together
you can plan ways to build even more assets in your life:

o    I feel loved and supported in my family.

o    I can go to my parents for advice and support. We talk with each other often about many different things, including serious issues.

o    I know at least three adults (besides my parents/guardians) I can go to for advice and support.

o    My neighbors give me support and encouragement. They care about me.

o    My school is a caring, encouraging place to be.

o    My parents are actively involved in helping me succeed in school.

o    I feel valued and appreciated by adults in my community.

o    I am given useful roles and meaningful things to do in my community.

o    I do an hour or more of service in the community each week.

o    I feel safe at home, at school, and in my neighborhood.

o    My family has both clear rules and consequences for my behavior.  They also monitor my whereabouts.

o    My school has clear rules and consequences for behavior.

o    My neighbors take responsibility for monitoring my behavior.

o    My parents and other adults in my life model positive, responsible behavior.

o    My best friends model responsible behavior. They are a good influence on me.

o    My parents/guardians and teachers encourage me to do well.

o    I spend three or more hours each week in lessons or practice in music, theater or other arts.

o    I spend three or more hours each week in school or community, sports, clubs or organizations.

o    I spend one or more hours each week in religious services or spiritual activities.

o    I go out with friends with nothing special to do two or fewer nights each week.

o    I want to do well in school.

o    I like to learn new things.

o    I do an hour or more of homework each school day.

o    I care about my school.

o    I spend three or more hours each week reading for pleasure.

o    I believe that it is important to help other people.

o    I want to help promote equality and reduce world poverty and hunger.

o    I act on my convictions and stand up for my beliefs.

o    I tell the truth----even when it is not easy.

o    I take personal responsibility for my actions and decisions.

o    I believe that it is important for me not to be sexually active or to use alcohol or other drugs.

o    I am good at planning ahead and making decisions.

o    I am good at making and keeping friends.

o    I know and feel comfortable around people of different cultural, racial, and/or ethnic backgrounds.

o    I resist negative peer pressure and avoid dangerous situations.

o    I try to resolve conflicts nonviolently.

o    I feel that I have control over many things that happen to me.

o    I feel good about myself.

o    I believe that my life has a purpose.

o    I feel positive about my future.

Anti-Tobacco Resources



The Definition of BULLYING:

Bullying is intentional and typically repeated behavior targeting another person or group.  It involves the imbalance of power and causes physical and/or psychological discomfort or harm.


There are many kinds of bullying behaviors.

Words - Name calling, put-downs, teasing, starting or spreading rumors, telling lies, by phone, in writing, e-mail, text message, in person (face-to-face), and/or by a third party.

Physical - Hitting, pushing, bumping, walking into, and/or taking and destroying other's property.

Emotional - Threatening, taunting and hurting other's feelings.

Relational Aggression - Using friendship/relationships to exclude or hurt others to get what you want.

It is hard to learn and feel safe in a place where there is bullying taking place:

Report bullying to a teacher, counselor, administrator, or other adult at school.  Get help filling out an Incident Report and turning it in to an administrator.  Talk to your parent/guardian about what has happened. 


Is it Normal Conflict or Bullying?


Equal power/friends.  Happens occasionally.  Accidental.  Demonstrates concern.  Takes responsibility.  Tries to solve problems.  Occurs anywhere.


Parties resolve the conflict.  Bring the two parties together.  Use conflict resolution program.  Focus on feelings and friendship.  Use discipline policy as needed.


Display of power/not friendship.  Happens often.  Purposeful.  Demonstrates pleasure.  Blames others.  No effort to resolveOccurs where bullies are safe.

Third party intervenes.  Work with parties separately.  Focus on behaviors and expectations.  Use discipline policy AND other interventions.

BULLYING WEBSITES (Click the title below).


 If there are grief concerns,
please talk to...
-Parent/guardian or other adult family member 
-School counselor or family counselor/therapist
-Teacher or coach or youth group leader
-Other trusted adult
Click the title below for a grief website for middle school students:

Ted E. Bear Hollow

Future Plans

with Post Secondary Choices  - Click the title below.

  College information for Middle and High School Students.

CAREER ASSESSMENT  Hue are you; Discover your career strengths; Learn about careers; Job seeker resources. 

NEBRASKA CAREER CONNECTIONS  Build a career around your unique interests and skills, learn about the 16 Career Clusters, start a Personal Learning Plan, and find out your options after high school. 

MILITARY CAREERS  Discover all the ways to serve in today's Military.  The Military has the resources and support for its members to succeed. 

HOLLAND CODE ASSESSMENT  The Holland Codes is a system to classify jobs into job categories, interest clusters, or work personality environments. In the Holland Model, these categories represent work personalities.