SOUTH DAKOTA

COMPREHENSIVE GUIDANCE AND COUNSELING

PROGRAM FRAMEWORK
Preparing Preparing
for for
Careers Learning

Guidance Personal/Social Individual

Curriculum Development Planning

Educational/
Career
Academic
Development
Development

Responsive
Services

Preparing
for
Life
 Program
Program Elements
Elements
Organizational
Organizational Framework
Framework
Content Program Structure
Content Areas Components Process Structural
Components
Personal/Social Guidance Mission Statement
Development Curriculum Rationale
Educational/ Structured Groups Advisory Committee
Academic Classroom Financial Resources
Development Presentations Facilities, Resources,
Career and Equipment
Development Individual Planning Professional Staff
Advisement
Assessment Management and
Placement and Support
Follow-up Research and
Development
Responsive Services Political and Legal
Individual Resources
Counseling Professional
Small Group Development
Counseling Staff/Community
Consultation Public Relations
Referral Community/
Advisory Boards
Community
Outreach
Program
Management
Fair-Share
Responsibilities

South
South Dakota
Dakota Comprehensive
Comprehensive Guidance
Guidance Framework
Framework
 SOUTH DAKOTA
COMPREHENSIVE GUIDANCE AND COUNSELING
PROGRAM FRAMEWORK

FRAMEWORK AND
IMPLEMENTATION GUIDE

2002
ii
 Forward
You are invited to take a journey to explore your school guidance and
counseling program as never before. You will experience the places to
go and the places your program should be. This guide will lead you
through each step of journey. The guidelines, worksheets, and suggestions
are intended to help you recreate your program and make the vision of
guidance and counseling for the 21st century a reality.

This manual guides you through a planning and implementation model.

The process involves examination of your current guidance and
counseling program, identification of student needs, and selection of
activities, strategies, and services to ensure that students achieve the
guidance curriculum competencies as they progress from kindergarten
through to high school graduation.

The South Dakota Comprehensive Guidance and Counseling Framework

enables school districts to:

develop a vision of what students should know and be able to do as

a result of participating in a standards-based program;

use results of data and program analysis to develop and implement

activities, strategies, and services; and

demonstrate the impact of school counseling programs on student

achievement and success.

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iv
 Acknowledgments
The South Dakota Department of Education and Cultural Affairs is
indebted to many professionals who have provided their vision, time, and
support to the development of the South Dakota Comprehensive Guidance
and Counseling Framework. The individuals and agencies listed below
served as resources in the preparation of the document. Through their
advice and leadership, this document will serve as the framework for local
guidance and counseling programs across the State.

A special thank you is extended to the National Consortium for State

Guidance Leadership for providing their expertise in the form of the
National Framework for State Programs of Guidance 2000, as well as their
input and insights into the development of the model.

A special thank you is also due to Andrea Meyer and Dr. Susan Nolan
who were instrumental in providing materials for this document.

Recognition is given to the American School Counseling Association for

supporting materials provided in the form of the National Standards for
School Counseling Programs.

We would also like to acknowledge the many school counselors across the
State who have provided their input and expertise in designing, as well as
editing this Framework.

Resource Group

Andrea Meyer LeAnn Suhn

Middle School Counselor High School Counselor
Milbank School District Miller School District

Dr. Susan Nolan Doug Hoisington

Elementary School Counselor Middle School Counselor
Rapid City School District Sioux Falls School District

Marsha Kucker
State Coordinator, Tech Prep/Career Guidance
South Dakota Department of Education and Cultural Affairs

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vi
 TABLE OF CONTENTS
Forward.............................................................................................................iii

Acknowledgments .............................................................................................v

Introduction .......................................................................................................1

Section I Conceptual Framework..................................................................5

Overview......................................................................................................5
Mission .........................................................................................................6
Philosophy ...................................................................................................6
Guiding Principles .......................................................................................7
Program Benefits .........................................................................................8

Section II Structural Framework..................................................................11

Advisory Committee ..................................................................................11
Financial Resources ...................................................................................11
Facilities, Resources, and Equipment .......................................................12
Professional Staff........................................................................................13
Political and Legal Resources....................................................................14
Management and Support .........................................................................14

Section III Implementation Framework ......................................................17

Program Content........................................................................................17
Guidance Curriculum ................................................................................18
Individual Planning....................................................................................19
Responsive Services...................................................................................21
Content Areas and Student Competencies...............................................22

Section IV Assessment and Evaluation Framework ...................................23

Student Assessment ...................................................................................23
Personnel Evaluation .................................................................................25
Program and Results Evaluation ...............................................................25

Section V Implementation Process...............................................................31

Appendices

Appendix A Program History ................................................................37

Appendix B Establishing An Advisory Committee...............................39

Appendix C Financial Resources...........................................................43

vii
 Appendix D Program Staff.....................................................................45

Appendix E Political and Legal Resources ...........................................55

Appendix F Needs Assessment Instruments.........................................67

Appendix G Scope and Sequence ........................................................71

Appendix H NCDG/ASCA Matrix..........................................................85

Appendix I Program Calendar...............................................................87

Appendix J Master Calendar..................................................................91

Appendix K Program Evaluation...........................................................93

Appendix L Involving Others ..............................................................105

Appendix M Glossary of Terms...........................................................109

viii
 Introduction
Preparing Todays Students for Successful Futures

Todays Reality for Tomorrows World

What do South Dakota students need to know and be able to do by the

time they have completed their high school years? Since the debut of A
Nation at Risk (1983), the education and business communities have
regularly deliberated the outcomes of American public education. As a
part of this nationwide effort, academic content standards, skills standards,
and workplace readiness standards have been implemented. National
standards continue to influence how teachers teach and how students
learn. They also establish the expectation for what students will learn and
be able to do as a result of a K-12 education. As an integral part of every
education system, school counselors must also develop standards to
examine and establish what students should know and be able to do as a
result of participating in a school guidance and counseling program.

The Changing World

To maintain our
countrys leadership
To maintain our countrys leadership position in a global
position in a global
economy, education in the United States cannot accept
economy, education in
anything less than success for all students. The demand is on
the United States
schools to produce higher levels of student achievement and
cannot accept anything
to reallocate educational resources to meet this objective.
less than success for
Todays youth need much more preparation than previous
all students.
generations did. Students need a higher level of competency
to survive and succeed in the 21st century. A commitment to
lifelong learning has become essential. Young people entering the
workforce after high school or college will need to constantly learn new
skills and update existing skills in order to succeed.

A New Look at School Guidance and Counseling Programs

As student advocates, school counselors support equity in educational

opportunities for all students and nurture dreams and aspirations. School
counselors play a significant role in preparing students for the level of
accomplishment needed to achieve success in the 21st century. School
counselors are also committed to ensuring that students make successful
transitions and acquire the attitudes, skills, and knowledge that are
essential to the competitive workplace of the future.

1
 Guiding Principles for Guidance and Counseling Programs

In order to ensure that guidance and counseling programs prepare

students for the world of today, there are certain principles that must be
integral to every local program. These principles define the foundation
and framework for a successful program.

Comprehensive Guidance and Counseling Programs:

provide a vital link to the total instructional program of a school.

provide a curriculum for student instruction based primarily upon
student needs.
contain measurable student competencies which address the skills
necessary for a person to function effectively in each life role.
aim at educational excellence through individual excellence.
are an integral part of the students total educational experience.
include parental involvement.
are delivered in collaboration with faculty, administrators, and other
school personnel.

The Framework of the South Dakota Guidance

The South Dakota
Guidance and
and Counseling Program
Counseling Framework
has been developed to The South Dakota Guidance and Counseling Framework
meet the needs of a has been developed to meet the needs of a changing
changing world. It is world. It is built around a system of standards and
built around a system of indicators allowing for individual school districts to develop
standards and indicators and design their own programs in accordance with their
allowing for individual changing needs.
school districts to
develop and design their Standards may be thought of as a way of expressing
own programs in common goalsfirst in terms of a vision, and then in terms
accordance with their of clear statements (called standards) of what we wish to
changing needs. accomplish. Standards serve as a road map; where the goal
is a common destination. Individual school districts are all
starting at different places in developing or revising their
comprehensive guidance and counseling programs. Consequently, each
will take very different routes to arrive at this common destination.

This framework is a standards based instrument to help determine which

route to take and how to structure efforts in order to achieve program
goals. The framework is not a completed building. It is, however, a
scaffolding that provides initial support, definition, and direction to
development and implementation. This model is based upon the National
Framework for State Programs of Guidance and Counseling which
describes what a comprehensive program should look like. The

2
framework also serves to assist with the development and implementation
of that program.

In addition to serving as the structure for building local programs, this

framework serves other uses for administrators, local governing boards,
teacher educators, business, the community, and curriculum development
teams. The framework:

provides a step by step process for guidance curriculum design and

development.
offers a comprehensive, developmental program which serves all
students.
provides for assessment of student outcomes.
provides a foundation for local standards development.
suggests an evaluation process for assessing student developmental
progress, as well as counselor and program effectiveness.
forms a basis for planning.
provides students and parents with information on program content.
is useful in course development
offers a common language for delivering school guidance and
counseling curriculum and services.

This framework and implementation guide are offered as tools for you, the
school counselor to design and implement a program that best fits your
school district. Use it as a menu to select and adapt those portions to
meet your needs.

3
4
 Section I
Conceptual Framework
Guidance and counseling in the schools exists to provide direct services to
studentsto assist them to reach their full personal and academic
potential. Guidance is an educational program in and of itself. It is a
specialized curriculum that leads students to effectively take charge of
their lives and to plan for their futures.

The term guidance and counseling means different things to different

schools. For the purpose of this framework, guidance and counseling
refers to educational services designed to affect the personal/social,
educational and career and life planning development of students.

The South Dakota Guidance and Counseling Framework is based on the

foundation of preparing for learning, preparing for careers, and preparing
for life. The structure of the program model focuses on
these three components by delivering program content to
The South Dakota
studentsguidance curriculum, responsive services and
Guidance and Counseling
individual planning. These content areas are aimed at the
Framework is based on
developmental and educational needs of all students.
the foundation of
Within the guidance and counseling program, there is a
preparing for learning,
balanced emphasis of personal/social development,
preparing for careers,
educational development and career planning.
and preparing for life.
The structure of the
The focus on student competencies and meeting student
program model focuses
needs is essential to developing and implementing
on these three
comprehensive guidance and counseling programs, and of
components by delivering
this program guide. Using students needs as the primary
program content to
focus for program development, the South Dakota
studentsguidance
Comprehensive Guidance and Counseling Program
curriculum, responsive
Framework has been designed for counselors, teachers,
services and individual
and administrators to use to develop guidance programs in
planning.
their schools.

5
 The mission statement is a
Standard One: Mission Statement clear statement of the
purpose of the guidance
and counseling program and how it relates to the overall
mission of the school district. It defines the framework
through which services are provided to students.

The mission statement for the South Dakota Guidance and

Guidance and counseling
is a basic part of each
schools total educational
program. It is
developmental by design
and includes sequential
activities organized and
implemented by certified
school counselors with
the support of teachers,
administrators, students,
and parents.
Counseling Framework is as follows:
Guidance and counseling is a basic part of
each schools total educational program. It is
developmental by design and includes
sequential activities organized and
implemented by certified school counselors
with the support of teachers, administrators,
students, and parents. The Framework
contains the following components; guidance
curriculum, future planning services,
counseling services, and a program
management structure.

The guidance program is designed to address the needs of

all students by helping them to acquire competencies in
personal, academic and career development domains.

The philosophy describes the

Standard Two: Philosophy importance of guidance and
counseling as an equal partner in
education in promoting student learning. It provides a
foundation for the program and further defines the mission
statement.

The philosophy for the South Dakota Guidance and Counseling

Framework is as follows:

South Dakota believes that guidance programs

South Dakota believes are an important and integral part of the
that guidance programs overall educational process.
are an important and
integral part of the Since students develop emotionally, socially,
overall educational and educationally, the guidance and counseling
process. program must address issues of growth and
development. Growth and learning are
developmental, therefore, guidance must be developmental
and sequential.

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 The K-12 developmental program is concerned with all
students while recognizing the fact that individuals have
needs that will continue to require special attention. As a
result, the comprehensive guidance and counseling
program is for all students with the goal of being
proactive as well as crisis-oriented.

Guiding principles
are statements S T
tandard hree: Guiding Principles
regarding the
contribution the program makes to student success. It also
defines the direction and structure of the guidance and
counseling program.

The Guiding Principles for the South Dakota Guidance and Counseling
Framework are as follows:
A comprehensive
A comprehensive guidance and counseling
guidance and counseling
program:
program provides a link
to the total instructional
provides a link to the total instructional
program of the school.
program of the school.

has structured activities based on the needs of

students.

contains measurable student outcomes for all

education levels.

is an integral part of the students total educational

experience.

provides developmental, preventive, and remedial

services.

includes professional development necessary to

maintain a quality program.

is an equal partner in the education process.

is based on standards and student benchmarks

(indicators of success).

is essential to a students personal growth and

development and therefore essential to academic
success.

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 is a comprehensive program designed to meet the
needs of all children, kindergarten through grade 12.

depends upon the support and collaboration of

administrators, teachers, other school personnel,
students, and the community.

contains curricular elements which clearly identify the

knowledge, attitudes, and skills to be acquired
through regularly assessed needs of the students.

will be regularly and systematically evaluated in light

of its benchmarks and standards.

is coordinated and implemented by professionally

endorsed school counselors.

Guidance and Counseling Program Benefits

A guidance and The above standardsmission statement, program

counseling program philosophy, and guiding principlesset the conceptual
prepares students for framework for a guidance and counseling program that
the challenges of the provides the following benefits.
future through
personal/social, Benefits for Students
educational/academic, 1. Prepares students for the challenges of the future
and career through personal/social, educational/academic, and
development. career development.
2. Relates the educational program to future success.
3. Facilitates career exploration and development.
4. Broadens knowledge of our changing world.
5. Assures equitable access for educational opportunities.
6. Provides advocacy for students.

Benefits for Parents

1. Prepares children for the challenges of the future.
2. Provides support for parents in advocating for their childs academic,
career, and personal development.
3. Develops a system for their childs long-range planning and learning.
4. Increases opportunities for parent/school interaction.
5. Enables parents to access school and community resources.

Benefits for Teachers

1. Provides for an interdisciplinary team effort to address student needs
and educational goals.
2. Provides consultation to assist teachers in their guidance role.

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Benefits for Administrators
1. Integrates school counseling with the academic mission of the school.
2. Provides a program structure with specific content.
3. Assists administration to use school counselors effectively to enhance
learning and development for all students.
4. Provides a means of evaluating school guidance and counseling
programs.

Benefits for School Counselors

1. Provides a clearly defined role and function.
2. Eliminates non-counseling functions.
3. Provides direct service to all students.
4. Provides a tool for program management and accountability.
5. Enhances the role of the school counselor as a student advocate.
6. Ensures involvement in the academic mission of the school.

Benefits for Business and Industry

1. Increases opportunities for business and industry to participate actively
in the total school program.
2. Provides increased opportunity for collaboration among counselors,
business, industry, and communities.
3. Provides a potential workforce with decision-making skills, pre-
employment skills, and increased worker maturity.

Benefits for the Community

1. Provides an increased opportunity for collaboration and participation of
community members with the school program.
2. Creates community awareness and visibility of the school counseling
program.
3. Educates the community to the needs of the school and the school to
the needs of the community.
4. Enhances economic development through quality preparation of
students for the world of work.
Adapted from School Counseling in the U.S.

9
10
 Section II
Structural Framework

An advisory
committee is formed S F
tandard our: Advisory Committee
as a representative
group appointed to
advise and assist the guidance and counseling program
within a school district.

The primary purpose of the committee is to set program

An advisory committee
goals, provide support, offer advice, review present activities,
provides a two-way
and encourage new activities to meet the goals of the
system of
program. The committee provides a two-way system of
communication
communication between school and the community, which is
between school and
essential to all education programs.
the community, which
is essential to all
Membership of the Advisory Committee should be chosen to
education programs.
reflect the diversity of the community. It is recommended
that the committee be comprised of staff, parents, school
board members, and business and community leaders. It is also suggested
that the committee be chaired by the Guidance Program Director. At a
minimum, the group should meet two times per year.

Adequate financial
resources are S
tandard ive: F Financial Resources
provided for the
guidance and counseling program to ensure full
implementation.

A successful guidance and counseling program requires a

commitment of resources both to implement the program and A successful guidance
also to maintain and improve the program. A budget and counseling
detailing the financial support required for the effective program requires a
operation of the program should be established. The commitment of
guidance team can work with the school administration to resources both to
establish a budget that adequately supports the program. The implement the
budget should be reviewed annually so the evolving goals of program and also to
the staff and advisory committee can be accomplished. maintain and improve
the program.
It is recommended that the guidance and counseling program
budget be separate from the department or schools administrative and

11
 testing budget. Only those items that are relevant to the current guidance
and counseling program should be included.

A realistic assessment of required resources can be made by careful

development and/or preparation of the program budget. It is
recommended that two separate budgets be prepared when implementing
a new program:

The one-time-only costs to create the system changes (primarily

involved in forming, planning, designing, and implementing)
The ongoing (annual) costs to maintain and improve the program.

Standard Six: Facilities, Resources, and Equipment

Guidance and counseling program facilities, resources, and
equipment appropriate to carrying out the full intent of the
districts program are provided.

A guidance and counseling center is the heart of all guidance and

counseling services and program activities. It brings together all of the
available resources and materials and makes them accessible to students.
The Center may be used for such activities as individual,
A guidance and
small, and large group sessions, career exploration, and
counseling center is
individual research and planning. For secondary students, the
the heart of all
Center provides information on career planning, job
guidance and
placement, financial aid and scholarship information, post-
counseling services
secondary planning and registration, and issues related to
and program activities.
personal and emotional concerns. For elementary students,
It brings together all of
the Center serves as a place for information and services on
the available resources
personal growth and development. Students and their
and materials and
parents can receive information about the guidance
makes them accessible
curriculum, referral and counseling services, as well as short
to students.
term student counseling.

The Center also serves as a valuable resource for teachers in program

planning and implementation. Resource materials are provided, as well as
the opportunity for joint curriculum planning with counselors. The
counseling staff may also sponsor professional development workshops
for faculty and staff.

The Center works with employers in coordinating employment

opportunities for students and for assistance in curriculum design and
delivery.

The Center serves as a resource for the community in offering workshop

sessions on topics such as employment skills and parenting skills.

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In providing all of the above services, it is recommended that at a
minimum, the facility should include:

space for individual and group counseling;

office(s) equipped with locking file cabinets, telephone, and
computer;
a student resource/career center with appropriate materials and
resources, accessible during after school hours for student and parent
use;
access to classrooms as needed; and
adequate storage space, access to equipment for training.

Properly
credentialed staff for Standard Seven: Professional Staff
the guidance and
counseling program is in place.

Guidance and counseling services are delivered as part of

a team approach. It requires the involvement of all school Guidance and counseling
staff to deliver a comprehensive program to students. services are delivered as
However, it is the certified school counselor that provides part of a team approach.
direct services to students and is responsible for overall It requires the
program direction and content. involvement of all school
staff to deliver a
Depending upon the size of the district, guidance staff can comprehensive program
range from one individual responsible for the entire K-12 to students.
guidance program to a district with a Guidance Director, a
counseling staff responsible for elementary, middle, and high school
levels, as well as a career counselor and clerical support. Whatever the
staffing situation, it is recommended that job descriptions be prepared for
each position.

The appendix provides information on competencies for counselors, as

well as examples of job descriptions for counseling staff. As staffing is a
local decision, these samples are provided to give you a resource in
designing the personnel requirements for your program.

13
 Standard Eight: Political and Legal Resources
The political resources of a guidance and counseling
program include district policy statements, pertinent state
and federal laws, state and local Board of Education rules
and regulations, and professional association position
statements and standards.

A clear and concise Board of Education policy is

A clear and concise Board of essential for the successful operation of the program in
Education policy is essential the school district. A policy represents a statement of
for the successful operation support and provides a course of action, or guiding
of the program in the school principles designed to influence and determine
district. A policy represents decisions concerning the program.
a statement of support and
provides a course of action, The endorsement of the Board of Education is key in
or guiding principles proceeding with the implementation of your program.
designed to influence and Without their support, it is impossible to move forward
determine decisions with implementing your program.
concerning the program.
As your plan and program progress, it is important to
make periodic presentations to the Board to keep them apprised on
curriculum activities and program data. If they are aware of whats
occurring in your program, a level of trust develops. This trust will have a
long term effect on support for the program. Samples of policy statements
can be found in the appendix.

Standard Nine: Management and Support

Management and support strategies are in place for
maintaining and enhancing the districts comprehensive
guidance and counseling program.

A comprehensive guidance A comprehensive guidance and counseling program

and counseling program
requires an ongoing support
system to maintain and
enhance the total program.
The support system consists
of the management activities
through which the program is
established, maintained, and
improved.
requires an ongoing support system to maintain and
enhance the total program. The support system
consists of the management activities through which
the program is established, maintained, and
improved. Activities through this component may be
part of the overall operations of the school district.
This component includes strategies that support the
goals of the school system, as well as the guidance
program in the following areas:

14
Research and Development. The development and updating of
guidance learning activities, data analysis, and follow-up studies are
examples of research and development tasks.

Political and Legal Resources. The program adheres to policies,

procedures, association standards, pertinent state and federal laws,
state and local Board of Education rules and regulations, and
professional association standards in the development and
implementation of its guidance and counseling program.

Professional Development. Counselors and other guidance staff are

continuously updating their knowledge and skills in accordance with
the professional development plan.

Staff/Community Public Relations. This component involves the

implementation of a marketing/public relations plan for the program.
Newsletters, working with local media, and school and community
presentations are examples of activities.

Community/Advisory Boards. Serving on developmental curriculum

committees and community committees or advisory boards is an
important component in forming networks and building program
support.

Community Outreach. Included in this area are activities designed to

help professional guidance staff become knowledgeable about
community resources, employment opportunities, and the local labor
market. This may include visiting local businesses/industries and social
service agencies on a periodic basis.

Program Management. This area includes the planning and

management tasks needed to implement and support program activities
such as preparing budgets, facilities design, and staffing.

Fair-Share Responsibilities. This area includes the routine running

of the school responsibilities that all members of the school staff take
equal turns doing to assure the smooth operation of the school.

15
16
 Section III
Implementation Framework

The comprehensive guidance

and counseling program is
based upon specific student
Standard Ten: Program Content
growth and development
content.

The content of a comprehensive guidance and counseling program is the

overall umbrella of services and curriculum provided to students. The
content is usually based on student competencies and organized by
domains. The South Dakota Framework includes the National Career
Development Guidelines from NOICC and ASCAS National Standards for
Counseling Programs as recommendations. A crosswalk of the NOICC
and ASCA standards has been provided in the appendices to illustrate the
similarities and differences in these programs. The structure within each
of these provides for three broad domains with student competencies and
indicators identified by grade level groupings.

Major Organizational Areas

NOICC ASCA
Self Knowledge Personal/Social Development
Career Planning Career Development
Educational and Occupational Academic Development
Exploration

Second Level Organizational Categories

NOICC ASCA
Competencies Standards

Third Level Organizational Categories

NOICC ASCA
Indicators Competencies

17
 In summary, each of the methods of organizing the content for guidance
have three levels of organization as referred to above.

All comprehensive guidance All comprehensive guidance and counseling programs

and counseling programs at
both the state and local level
should contain a description
of what is expected of
students as a result of
effective guidance program
development, implementa-
tion, and evaluation.
at both the state and local level should contain a
description of what is expected of students as a result
of effective guidance program development,
implementation, and evaluation. The identification of
expected student outcomes/competencies then must
be the focal point around which program activities
are implemented. The crosswalk provided in the
appendices will illustrate student competencies within
in each of the illustrations.

A guidance and
Standard Eleven: Guidance Curriculum counseling
program
curriculum that specifies what competencies all students
should achieve has been developed and implemented.

The curriculum provides the content, scope and sequence, and

instructional strategies of the guidance and counseling program It
typically consists of competencies for students (organized by domains or
areas and specified by grade levels) with structured strategies, activities, or
units presented systematically through classrooms, large
The purpose of the groups, or school wide events. The purpose of the
guidance curriculum is guidance curriculum is to provide students with knowledge
to provide students with of growth and development, assist them in acquiring and
knowledge of growth using life skills, and assist them in making future education
and development, assist and career plans.
them in acquiring and
using life skills, and The guidance and counseling curriculum is not limited to
assist them in making being taught in one or two subjects, but is included in as
future education and many subjects as possible. School counselors teach, team
career plans. teach, or support teachers in delivering program
curriculum through activities or units. The support of the
entire school staff is necessary for its successful implementation. Also
critical is that parents be invited to review, provide input and reinforce
what is learned in school at home. Employers and community
representatives should play a role in this process by collaborating with
counselors and teachers in curriculum delivery.

Needs Assessments

While all of the competencies are important for student development, each
district will also set local priorities. The process for determining local

18
priorities is based on the results of needs assessment surveys. While the
needs assessment is the main method of determining local priorities, the
knowledge and training of guidance personnel must also be taken into
consideration. Needs assessment forms are provided in the appendices.

Curriculum Development and Delivery Strategies

Needs assessment results are used as a basis for developing the curriculum
that is delivered to students. Program activities and curriculum are
developed and delivered in a number of ways:

Classroom Activities: Counselors teach or team teach with the

classroom instructor learning activities for students. A master calendar has
been provided in the appendix as an example for use in planning learning
activities in all guidance program areas.

Group Activities: Counselors conduct small group activities outside of

the classroom in response to students identified needs or interests.

Individual Activities: One-on-one instruction may occur in response to

individualized needs.

All students,
along with their S T
tandard welve: Individual Planning
parents/
guardians, are provided opportunities to develop, monitor,
and manage their educational and career plans.

The focus of individual planning activities is on assisting

students in developing life and career plans including their The focus of individual
skills, aptitudes, and abilities. School counselors and planning activities is on
others with guidance and counseling responsibilities serve assisting students in
students and parents as facilitators of student development. developing life and career
plans including their
The foundation of life and career plans is established skills, aptitudes, and
during the elementary school years. Self-concept abilities.
development, the acquisition of learning skills,
interpersonal relationship skills development, decision-making, skill
building, and awareness and beginning exploration of educational and
career possibilities are examples of topics that are learned. These same
topics are reinforced through guidance and counseling curriculum
activities during middle and high school. New information and
experiences enables students to develop and manage their plans.

During the middle school years, students plans focus on high school
course selection, taking into account graduation and postsecondary

19
 requirements. Guidance curriculum activities continue to support and
guide the planning process.

During the high school years, plans developed in middle school are
reviewed and updated annually in accordance with students personal,
educational, and career goals. Individual planning provides time for work
with students and their parents/guardians. Guidance curriculum activities
continue to support student planning by giving emphasis to the
development and use of career decision-making, goal-setting, and
planning skills. The importance and relevance of basic academic and
occupational preparation skills are emphasized.

Individual planning is developed and directed by the school counselor.

The activities are usually delivered on an individual basis or by working
with individuals in small groups or advisement groups. Individual
planning is implemented through strategies such as:

Individual Appraisal: Counselors work with students analyzing and

evaluating their abilities, interests, skills and achievement. Test
information and other data are the basis for assisting students to develop
immediate and long-range plans. In addition to assessment data, other
sources of appraisal information include interviews, biographical
summaries, academic records, anecdotal records, career portfolios, career
plans of study, and records of past experiences including paid and non-
paid work experiences.

Individual Advisement: Counselors work with students using personal.

academic, career, and labor market information in planning and setting
goals. The involvement of students, parents, and the school in planning
students programs that meet their needs is critical.

Most schools do not have sufficient counselors to provide each student

and parent with individual counseling or at least enough quality time to
achieve the desired results. Individualized career guidance is possible if
each teacher, administrator, and counselor becomes a planning advisor.
The advisors role is to help students plan a program of study, monitor
their progress, and advise students and their parents on career issues.
Counselors may train advisors on how to deliver career information to
parents and students in an effective manner. Teachers as Advisors is a
program that has been successful in schools and is a strategy that gives
the student more individual attention for their career planning needs. It is
also an excellent way to get other faculty involved in helping to deliver
the guidance curriculum.

20
All students and
their parents/ S T
tandard hirteen: Responsive Services
guardians have
access to responsive services, including consultation,
individual and small group counseling, and referral to assist
them with problems or concerns related to their academic,
social, and career development.

Responsive services consist of activities to meet the The purpose of the

immediate needs and concerns of students. These needs responsive services
may include counseling, consultation, referral, or component is to
information. These services are most often student intervene on behalf of
initiated. those students whose
immediate personal
The purpose of the responsive services component is to concerns or problems put
intervene on behalf of those students whose immediate their continued personal,
personal concerns or problems put their continued career, and/or academic
personal, career, and/or academic development at risk. development at risk.
Although counselors respond to any concerns presented
by students, some topics have been identified as having high priority
and/or relevance within the school setting. Topics of priority may include:

academic success
adolescent and child suicide
child abuse and neglect
school drop-outs
severe stress
substance abuse
school-age pregnancy
gang pressure/involvement
harassment issues

In addition to the above topics, school districts have also identified some
recurrent topics presented for responsive services, including school-based
issues such as: attendance, school attitudes and behaviors, peer
relationships, study skills, being new to school, emergent issues in
intervention or postvention of a traumatic event, and violence in school
(school safety). Personal issues such as the following have also been
identified: career indecision, financial aid, college choice, death of a
family member or friend, family divorce, family abuse, and harassment
issues.

Some responses are preventive: interventions with students who are on

the brink of choosing unhealthy or inappropriate solutions to their
problems or being unable to cope with a situation. Some responses are
remedial: interventions with students who have already made unwise
choices or have not coped well with problem situations.

21
 In this component, as in the others, locally identified needs will dictate the
priorities for problem topics and for the groups of students served. A
developmental guidance and counseling program includes supplemental
guidance and counseling services for students in gifted, migrant, special,
or career and technology education programs.

Content Areas and Student Competencies

As previously mentioned, the South Dakota framework allows for local

districts to determine which content is delivered to studentsthe ASCA
standards or the NOICC standards. The terminology varies somewhat in
both models, however the end results are basically the samewhat will
students achieve as a result of their participation in a comprehensive
guidance and counseling program? A matrix is provided in the appendix
to show the interrelationships of both programs.

22
 Section IV
Assessment and Evaluation
Framework

The guidance
and counseling Standard ourteen: F Student Assessment
program
provides for academic, career, and personal-social
assessments.

Comprehensive guidance and counseling programs exist

for the benefit of students. The foundation is based on You cannot assist
results for students that will assist them in being and students in reaching
becoming successful in school, in their lives, and in their their full potential unless
careers. you know where they
are now, and have an
Student assessment is vital to this process. You cannot indication as to how
assist students in reaching their full potential unless you much they are able to
know where they are now, and have an indication as to achieve based on their
how much they are able to achieve based on their knowledge, skills, and
knowledge, skills, and abilities. Assessment is an on-going abilities.
process that assists students in making transitions.

Types of Student Assessment

There are several types of assessments that are integral to a

comprehensive guidance and counseling program. Needs assessments are
conducted by grade level groupings to assist in curriculum design and
delivery. Student competencies are assessed to see if students are
achieving district standards in the areas of personal development,
academic development, and career development. As students reach the
middle and high school years, interests, abilities, and values are assessed
to provide needed information in career planning. Throughout the K-12
school years, academic achievement is assessed at grades 2, 4, 8, and 11.
Writing skills are assessed at grade 5 and grade 9.

How Do We Assess, Who Does It, and When?

It is likely that several different areas of the school system conduct a

variety of assessments of students. All assessment efforts need to operate
in harmony with each other, therefore, it is recommended that a special

23
 meeting of guidance staff, teachers, and administrators be held for the
purpose of coordinating the school systems total assessment process.

There are various kinds of assessment procedures and tools. Each is

designed to measure specific student characteristics. For each of the
characteristics, there are assessment procedures that will help us learn
what we want to know about students. These assessment procedures are
divided into the following categories: observation, interviews,
achievement tests, readiness and screening procedures, diagnostic
procedures, competency tests, aptitude tests, interest inventories, needs
assessment, and performance/portfolio assessments.

Some of these assessments may or may not be part of the school

counselors responsibility. A task for the assessment committee meeting
will be to decide these areas of responsibility.

The following chart is provided to give you a picture of one way to start
mapping out when assessments will be conducted.

Types of 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Assessment
Readiness-
Screening
Health-
Physical
Screening
Needs
Assessment
Interests
Interests-
Aptitudes
Diagnostic
Achievement-
Basic Skills
Aptitude-
College

24
 The district
utilizes a S F
tandard ifteen: Personnel Evaluation
personnel
performance based supervision evaluation system for school
counselors and other professional guidance and counseling
program staff.

The role of the school counselor is defined by the

Personnel evaluation
administration of a school district, as well as by the
tools are designed based
guidance and counseling program plan utilized by that
on the roles and
school. This program guide provides examples of job
responsibilities as
descriptions in the appendix. As stated previously,
outlined in the job
personnel issues are a local issue and should adhere to
description and based on
local policies and administrative requirements.
the goals and objectives
of the comprehensive
Personnel evaluation tools are designed based on the roles
program.
and responsibilities as outlined in the job description and
based on the goals and objectives of the comprehensive
program.

Standard Sixteen: Program and Results Evaluation

The guidance and counseling program is assessed
periodically according to program standards and student
results.

Evaluation and assessment are key components of the

There is a growing
guidance and counseling program implementation plan.
demand for evaluation of
Data must demonstrate that the investment of staff and
all programs in a school
funds in to the program is making a difference. There is a
district both for program
growing demand for evaluation of all programs in a school
improvement and for
district both for program improvement and for
accountability. The
accountability. The guidance program assessment element
guidance program
is one part of the schools total assessment process. It is
assessment element is
important to keep in mind that this component be
one part of the schools
developed in coordination with the other assessment
total assessment process.
activities of the district.

Most often, the idea of evaluation intimidates many people who perhaps
do not realize that informal evaluation is something we all do as a routine
activity. When we buy a car, we purchase it based upon our evaluation of
model, color, efficiency, size, etc. When we buy fruit at the grocery store,
we critique its quality, taste, and price. So evaluation is not something
that is new to us. However, formal evaluation of a guidance and

25
 counseling program is something many of us are not familiar with and not
sure how to do. This section provides the basics of getting a start on the
evaluation process.

An evaluation design is driven by key questions asked by program

developers and implementers. These questions provide the focus for
gathering data and making recommendations for school improvement. Any
evaluation design must have key features that answer two fundamental
questions.

1. To what extent is the program design and implementation strategy

achieving its objectives according to the design plan?

This evaluation component determines the degree to which the objectives

of the design and implementation are following the plan. This aspect is
sometimes referred to as the formative evaluation.

2. Once the program content has been implemented (or selected aspects
of it), to what extent are the program goals and student outcomes
attained?

This component relies on the indicators of program and student

performance to make judgments about the effectiveness and efficiency
with which the goals and outcomes are being met. This aspect is
sometimes referred to as summative evaluation.

Formative Evaluation

Information gathered for the formative evaluation is useful for making

enroute decisions pertaining to the development of the program content
that is delivered to students. It addresses the extent to which the program
implementation goals are developing as planned. Program development
and implementation goals and representative performance indicators are
presented as follows:

Goal 1: Develop staff support for the implementation of the

guidance and counseling program.

Indicators:

Evidence that the administration (teachers, students, parents, business

partners, school counselors) are committed to action (e.g., financial
support, commitment of in-kind services, and donated materials).
Identification, approval, and assignments of individuals to perform
specific tasks.

26
Goal 2: Engage in a formal planning process to establish the
structure of the program.

Indicators:

A written document specifying the mission statement, program goals,

and intended student competencies that has been approved.
Evidence of a transition plan to realize the approved mission, goals,
and student competencies.
Evidence of a strategy to inform all stakeholders of the program
including appropriate district and state agency personnel.
A written plan to coordinate the design, development, and
implementation of the program.

Goal 3: Engage in the design of the content that is delivered to

students.

Indicators:

Evidence of program objectives and performance indicators.

Evidence of student competencies and outcomes.
Guidance curriculum developed to achieve the identified student
learning outcomes.
Duties and tasks assigned to persons responsible for attaining
program objectives and facilitating student learning.
A prepared staff development plan.

Goal 4: Implement the guidance and counseling program.

Indicators:

Staff support to develop and implement the program.

A formative evaluation strategy for the attainment of program
objectives and student learning strategies designed and implemented.
Personnel assigned to implement the program are adequately
performing their tasks.
Implementation schedule of activities followed and reported to the
stakeholders.
Formative evaluation reports submitted periodically to school staff,
administration, Board of Education, and the public.
Results of the formative evaluation used for enroute decision making.

27
 Goal 5: Implement summative evaluation design.

Indicators:

Questions to structure the evaluation developed by the program

developers and implementers.
Measures of student performance developed.
Data collection procedure formulated.
Evaluation design approved.
Results of summative evaluation periodically submitted to the used
for developing the school improvement plan.

Summative Evaluation

As stated previously, the summative evaluation concerns the extent to

which the program goals and intended student outcomes are attained.
The following are program goals for the guidance and counseling program
with representative indicators to provide information for decision making
pertinent to school improvement.

Goal l: Participate as a member of the stakeholder group in

providing program policies and procedures.

Indicators:

Records of attendance at advisory meetings.

Written reports submitted and presented at advisory meetings.
Introduction of cases of students and support data that represent
broader curricular problems at advisory meetings.
Written policy proposals introduced at advisory meetings.

Goal 2: Integrate the guidance program curriculum into the school

environment.

Indicators:

Attendance at curriculum and intervention committee meetings as

reflected in the minutes.
Number of consultation meetings with teachers regarding the use of
guidance curriculum materials and procedures in their teaching.
Documented use of guidance curriculum materials by the teacher in
regular classes.
Annual report documenting the number of curricular units and
guidance interventions experienced by each student.
Documentation of the relationships among the student learning
outcomes and the school improvement plan.

28
Goal 3: Implement a guidance curriculum for students in the areas
of personal, academic, and career development.

Indicators:

Evidence that a review of the student guidance curriculum by the

stakeholders exists.
Evidence that the formal delegation of responsibility for
implementing the student guidance curriculum exists.
A written record of curriculum topics in each domain with student
competencies and performance indicators developed.
Written records of the delivery of guidance curriculum (lesson plans)
exist.
Evidence of an annual evaluation of the guidance curriculum by the
stakeholders.

Goal 4: Facilitate transitions from home to school, school to school,

and school to work or postsecondary education.

Indicators:

Schedules, attendance records, and materials of entry and exit

orientation meetings.

Goal 5: Design and organize student information system for

assessing student progress.

Indicators:

Evidence of articulation agreements between schools, employers, and

postsecondary institutions.
Reports of follow-up surveys sent to students, parents and employers.
Presentation of reports to the advisory committee as reflected in the
minutes.
Presence of a computer data-processing system that can store and
retrieve individual and group information.
Release forms and limited access to passwords to protect individual
information.
Annual reports of aggregate student profiles that are accessible to
stakeholders. Student profile data may include the following:
educational status, employment status, special status (prisons,
welfare, etc.), employer opinion surveys, and certificates or degrees
earned.
Issues related to student performance gaps presented to the advisory
committee and reflected in the minutes.

29
 Goal 6: Promote student performance through the provision of
special services and interventions to students, parents, and school
personnel in developmental, remedial, and crisis situations.

Indicators:

Evidence of a differentiated staff of student development specialists

who work together as a team with a school counselor serving as the
coordinator.
An annual written action plan with identifiable projects to carry out
goals and objectives of the guidance and counseling program.
Financial resources are provided to enable the attainment of projects
that reflect the goals and objectives of the guidance program.

The data gathered from the indicators are used to document the
attainment of the goals and objectives of the guidance and counseling
program. The results of the evaluation allow the advisory committee to
judge the extent to which the formative and summative program goals are
being achieved. This information is used for the development of the
annual school improvement plan.

Adapted from the Florida School Counseling and Guidance Framework

30
 Section V
Implementation Process
The process for implementing a new guidance and
The process for
counseling program or revising an existing program is very
implementing a new
similar. Initial planning and organization is essential. This
guidance and counseling
section provides tips and key points to consider through-
program or revising an
out the process. The information outlined in this section
existing program is very
enables school counselors to make the transition from
similar. Initial planning
their current program to a more comprehensive up-to-date
and organization is
program. These steps may also be followed when
essential.
implementing a new program.

Initial Planning Steps

While the responsibility for making guidance and counseling programs

work rests with the entire school staff, it is the school counselor where the
leadership role rests. As the implementation process gets underway, there
are key elements to consider.

Does the administration support the program? How is this support

communicated?
How does the staff deal with change?
Who are key people on staff or in the field that you can count on to
assist you?
Has funding been allocated for this purpose?
Is there a guidance model in existence? Is this model being utilized?
What is your timeline?

Mission Statement and Philosophy

1. Determine program goal(s)

What do you wish to accomplish by implementing a comprehensive

guidance and counseling program? What results do you want to see
for students? the school? the community? for parents?

2. Clearly relate the purpose of the program to the schools overall

mission

The guidance and counseling program is an integral part of the total

educational system of a school district. Therefore, the purpose must
relate directly to back to the overall mission statement and be tied
directly to state standards.

31
 3. Develop the program mission statement and philosophy

The program mission statement and philosophy must be developed

with input from advisory committee members and school staff. A draft
statement can be prepared, but not adopted until endorsement from
these groups is received.

Form Committees

1. Identify a steering committee

The purpose of the steering committee is to assist with program

implementation and overall guidance of the process.

2. Select advisory committee members

This committee will remain in existence after the program is developed

and implemented. Their purpose is to serve as general advisors to the
program in areas such as curriculum content, guidance services, and
program structure.

Assess Needs

1. Review the current program

Is there a need to revise? Are there portions that can remain? Has any
state or federal legislation been passed that will have an impact on
your program? These are important items to keep in mind when
formulating your program plan.

2. Identify needs to be assessed

If a needs assessment is to be conducted, initial planning is key. The

results of this phase will set the direction and content for your
program.

3. Identify respondents

Who are you going to survey? Who are the key stakeholders? It is
suggested that students, parents, school staff, business, and the
community all be included. Their input is vital in developing your
program.

4. Collect and analyze dataset program priorities based on

identified student competencies

When setting program priorities, it is important to enlist your

steering/advisory committee in the process. It is also important to

32
 keep your administration and school board apprised of the survey
results, as well as the priorities that have been set. If a community-
wide needs assessment was conducted, some type of announcement of
the results should be considered. This could be in the form of a news
release in the local newspaper or radio announcements.

Establish Objectives

1. Determine desired outcomes

What do you want students to know and be able to do as a result your

program? These items should form the basis for student and program
outcomes and are obtained from needs assessment results.

2. Describe the program and outline changes in responsibilities

Any time change is implemented, it is important to Everyonethis includes

keep all parties informed with what is happening and the administration,
when. It is important to keep in mind the chain of governing board,
command. There should be no surprises! A well- advisory/steering
planned presentation of your program is vital. committee, counseling
Everyonethis includes the administration, governing staff, teachersshould
board, advisory/steering committee, counseling staff, have an opportunity to
teachersshould have an opportunity to provide input. provide input.

Determine a Basic Course of Action

1. Consider possible program alternatives and consequences

Are you willing to step outside the box and look at new things? Is
your program comprehensive and complete? What are other schools
doing?

2. Identify major areas of responsibility

The person with overall responsibility for program implementation or

improvement should be identified as well as who is responsible for
implementing what phase of your program. This is where action
planning comes in.

3. Define specific tasks involved in each responsibility

Your action plan should be comprehensive and used as a planning

tool, as well as to form the agenda for planning meetings.

33
 4. Establish timelines/budget

An action plan cannot be effective unless timelines are established and

a budget provided. You cannot implement a program unless a
timeline is used to hold people responsible. You cannot implement a
program unless financial resources have been allocated to support it.

5. Assign subcommittee members to responsibility areas and tasks

Everyone on the committee should be made to feel like they are

contributing. A procedure for reporting back results and progress
should be established.

6. Meet with the administration and governing board to gain

support to improve and restructure the school guidance and
counseling program

Full support and buy-in of the administration and governing board is

required before the implementation process can begin. They should
have the opportunity to review a program draft and ask questions and/
or make recommendations.

Development

Design or Revise the Guidance and Counseling Program

Plan

1. Determine program content and processes

The beginning phase of the process starts with the results of needs
assessments. Input from other counselors should be obtained.
Resources and materials from other schools and schools should also be
researched.

2. Establish student competencies and indicators

There are several excellent resources in existence. This model

provides you with a listing of both the NOICC and ASCA competencies
and indicators. Many states and schools have adopted these or
changed them to better fit their needs. Other states and schools have
designed their own competencies.

3. Select student indicators for the identified student competencies.

Indicators set the target for what students should know and be able to
do in your school district. Here again, the input of key stakeholders is
essential.

34
4. Develop a delivery sequence and select appropriate learning
activities

What is going to be delivered, when? Who is going to deliver the

curriculum? What curriculum resources and materials are needed?
Have priorities been determined?

5. Implement sequential guidance curriculum for each grade level

or grade level grouping
The guidance content
The guidance content that is delivered to students that is delivered to
should be developmental and sequential, reinforcing students should be
content grade level by grade level. There are excellent developmental and
lesson plan guides that provide classroom activities by sequential, reinforcing
grade level and according to student competencies and content grade level by
indicators. grade level.

6. Develop a master calendar for each month of the school year,

categorizing activities under the appropriate program
components

The calendar serves as an excellent planning tool for district level

activities.

Define Staff Competencies

Job descriptions and performance evaluation tools for staff are a local
issue, however some examples have been included in this guide to serve
as a resource.

Obtain Administrative Endorsement

The endorsement of the administration and school board is the final step
before beginning to implement your program. It is important that they
sign-off on the program, indicating their support. Periodic reports should
also be made from time to time to keep them informed of progress.

Implementation

In planning for program implementation it is important to identify

organizational capabilities. What is the role of faculty? What resources are
needed? Is there a need for support staff? What is the budget for
implementation? What needs are there as far as staff development? What
are the timelines? These are all items that need to be addressed.

35
 Program Evaluation

Determine if the guidance and counseling program is meeting the

established goals and objectives. Evaluate the guidance program based on
student competency attainment, personnel performance-based evaluation,
and the achievement of program standards.

Documentation

It is important to develop a documentation file as a part of the

implementation process. Examples of materials to include are as follows:

Mission and Philosophy Statement

Board of Education Assurances
Listing of Steering/Advisory Committee Members
Agenda and Minutes of Steering and Advisory Committee Meetings
Summary of Needs Assessment Data
Current Listing of Curriculum Resources
Action Plan Copies

36
 Appendix A
Program History
The origin of this project began under the direction of the Division of
Workforce and Career Preparation. In 1998, a Guidance Advisory Committee
was created to discuss the status of the current guidance and counseling
program model. The original model was created in 1990 and there was a need
to update the content. A draft of a proposed model was outlined.

During this same time period, the National Consortium for State Guidance
Leadership received funding from the National Occupational Information
Coordinating Council to develop a national framework for guidance. This
framework would define the structure and content of guidance and counseling
programs throughout the United States.

The advisory committee put its work on hold waiting for the publication of
the National Framework. The Framework and Resource Guide were published
and disseminated during Fall 2000. Key components were incorporated into
the South Dakota model.

Copies of the proposed SD Comprehensive Guidance and Counseling Program

Framework were distributed for review and input during the Fall Guidance
workshops. Based upon input from 53% of SD school counselors, the final
draft was prepared.

The program model provides a framework for school counseling programs in

South Dakota, while allowing school districts the flexibility of using either the
National Career Development Guidelines or the Standards for School
Counseling as the basis for delivering guidance curriculum to students.

37
38
 Appendix B
Establishing an Advisory
Committee
1. Commitment to the Advisory Committee must be made by the school
administration and teachers. Without a willingness to consider the Advisory
Committees advice, the Council will not function properly as a vehicle for
education input nor will it attract the kind of members needed for an
effective group.

2. Goals and Objectives for the Advisory Committee should be set in advance
of selecting Advisory Committee members. It is the responsibility of the
educational institution and the counselor involved to let the Committee
know the direction that it should take. These goals can be subject to
revision as the need might arise.

3. The Effectiveness of the Advisory Committee. It is crucial that each

Advisory Committee meeting have a specific agenda and goals to be
accomplished. Minutes of previous meetings and an agenda of the
upcoming meeting should also be sent to each member several days in
advance.

4. The number of Advisory Committee members should be according to

local district needs. The number of people participating on the Advisory
Committee can vary. The greater the representation, the more realistic and
up-to-date information can be. With expanding numbers, however, there is
a greater risk of having a group that is less manageable. This group should
not be so large that it becomes cumbersome to deal with and should lend
itself to informal, constructive discussion. Generally, a good rule of thumb
is to establish a committee with a minimum of six members and a maximum
of twelve members.

5. Potential members should be invited officially by letter to serve on the

Advisory Committee. A brief explanation should be provided in the letter to
indicate the amount of time that may be needed and some of the purposes
of the old Advisory Committee. An opportunity for the potential member to
decline should also be included.

6. The first meeting. An Advisory Committee should be called together by

the person in charge of the committee. Information should be provided in
detail as to the purpose and direction of the committee. Along with this
information, any reports and other information and data that has been
previously collected should be included in a packet to each member.

39
 Setting meeting dates and times and other organizational activities should
take place at the first meeting.

7. Advisory Committee Coordination. It is the responsibility of the

educator in charge of the Advisory Committee to help set up meetings,
develop the agenda, contact the Advisory Committee members, and provide
general assistance to the committee.

8. Term of Membership. Members should be appointed to definite terms of

office serving from one to three years. Provision should be made for
staggered replacement so that there will always be experienced members
serving. When a term has expired, a new committee member should be
appointed for a new term.

9. Number of Meetings. Needless meetings should not be called. It is

important however, to maintain an open line of communication with all
Advisory Committee members. Meetings should be called as needed with a
minimum of two per year needed to update the committee on any changes
to the program. Periodic telephone contacts between formal Advisory
Committee meetings are also recommended.

Selecting a Council

The first step in forming a viable council is selecting good candidates for
membership. The council must be able to function as a communications link
between the guidance and counseling program and the various groups to be
served: students, parents, educators, business and the community. Careful
selection of members is criticalscreening candidates is a good idea. Members
may be selected to represent:

Both sexes, handicapped individuals, and racial and ethnic minorities.

Appropriate representatives of business and the community whose
expertise will benefit the program. Individuals who can represent various
organizations important to the guidance and counseling area should also
be considered.
Individuals from various age and educational levels and parents will offer
valuable contributions.

Members should also be screened for their personal qualities. Some qualities
desirable in advisory council members include:

A sincere interest in the guidance and counseling program. Doing a good

job will require that each member be willing to take an active role in the
council, not a passive one.
A background knowledge of guidance and counseling. Individuals with
occupational expertise and/or work experience are valuable assets.
Individuals with no foundation knowledge to offer when they are first

40
 appointed may find the information and understanding gap is too great to
overcome.
Good communication skills, administrative skills, and a willingness to
work hard. These are characteristics of an effective leader and should be
a prerequisite for membership on the council.
A member with good character and the confidence and respect of their
associates in the business community. The good reputation of the
councils members will enhance the standing and reputation of the entire
program.
Respect and tolerance are critical qualities, as well as the ability to be a
good listener and to express his/her opinions.
Willingness to devote the time required to be an advisory council member.
A commitment to attend council meetings and to work on projects is a
prerequisite.

Advisory Committee Activities

The advisory committee can be an effective tool to help build an excellent

guidance and counseling program. Like any tool, it must be adequately
maintained and used properly. These tasks are largely the responsibility of the
Guidance Director.

Advisory committees provide the kind of expertise and assistance to the

counselor that can only come from perspectives outside the guidance and
counseling program. Committees assist greatly in deciding what is to be taught.
The counselor must always retain the responsibility for determining how the
content will be taught.

Specifically, some of the most important activities advisory councils are called
upon to perform are as follows:

Validating program content in terms of community needs, work standards,

and program goals.
Offering advice on new directions the program may take by reviewing the
curriculum, objectives and other features of the program
Recommend policies and offer guidance as new programs and activities
evolve.
Assist in activating community understanding and support. This often
includes helping to secure donations of equipment, financial support, and
instructional materials and resources.
Offering general support by assisting with student activities, all public
relations efforts, and providing continuity in times of change.

41
42
 Appendix C
Financial Resources:
Implementing a New Program
This budget category includes all of the changes that will affect the educational
delivery system. Implementation costs for counselors and teachers to meet for
developing new curricula or for modifying existing curricula, for counselors to
develop the written program plan, for professional development workshops on
program implementation, for consultants, school staff, and advisory committee
members to meet to plan the overall implementation and delivery system, and
for establishing an evaluation system to include students, personnel, program
and results should be considered. All of these activities will include costs for
supplies, instructional materials, printing, professional release time, travel, and
consultant fees. A review of your specific program goals and objectives will
help in determining this part of your budget.

The start up costs listed above are an investment in the construction of a new
education program. After your guidance and counseling program is in place,
you will have on-going costs associated with the day-to-day operation of the
program. This part of the program requires funding for salaries, supplies,
curriculum materials, and professional development.

Determining costs for program implementation and maintenance will vary from
state to state and district to district. However, six basic elements are common
to most program budgets: salaries and benefits, travel, contracted services,
instructional materials/supplies, equipment, and overhead.

Salaries and BenefitsIdeally, the state or district will have a Guidance

Coordinator/Director in addition to counseling staff and clerical support.

Contracted ServicesThis is an important category, especially when

designing, planning, and implementing your program. Cost items in this
category include: consultant fees and travel and honorarium for program staff
for out of school hours.

TravelCost items in this category include meals, lodging, and mileage for
program staff.

Supplies/Instructional MaterialsThis line item will be larger when first

implementing the program. Costs include curriculum materials and supplies for
the classroom, as well as resources and materials for staff use.

43
 EquipmentItems in this category will include computers for both staff and
for student use. Other office equipment may be included in this category as
well (fax, photocopier, etc.).

OverheadThis category covers all the items involved in setting up and

maintaining office facilities for program staff. Telephone, postage, photocopy
charge, and office supplies are examples.

44
 Appendix D
Role of the School Counselor
Most guidance and counseling program models contain a section that spells out
the role and function of the school counselor. The role statement from the
ASCAs National Standards for School Counseling Programs has been included
as a reference.

The school counselor is a certified professional educator who assists students,

teachers, parents, and administrators. Three generally recognized helping
processes used by the counselor are counseling, consulting, and coordinating:
1) Counseling is a complex helping process in which the counselor establishes
a trusting and confidential working relationship. The focus in on problem-
solving, decision-making, and discovering personal meaning related to learning
and development; 2) Consultation is a cooperative process in which the
counselor-consultant assists others to think through problems and to develop
skills that make them more effective in working with students; and
3) Coordination is a leadership process in which the counselor helps organize
and manage a schools counseling program and related services.

School counselors are employed in elementary, middle/junior high, senior high,

and postsecondary schools. Their work is differentiated by attention to age-
specific developmental stages of growth and related interests, tasks, and
challenges. School counselors are human behavior and relationship specialists
who organize their work around fundamental interventions.

Counselor interventions have sometimes been referred to as functions, services,

approaches, tasks, activities, or jobs. They have, at times, been viewed as roles
themselves, helping to create the image of the counselor. In a comprehensive
developmental counseling program, school counselors organize their work
schedules around the following basic interventions:

Individual Counseling

Individual counseling is a personal and private interaction between a counselor

and a student in which they work together on a problem or topic of interest. A
face-to-face, one-to-one meeting with a counselor provides a student maximum
privacy in which to freely explore ideas, feelings, and behaviors. School
counselors establish trust and build a helping relationship. They respect the
privacy of information, always considering actions in terms of rights, integrity,
and the welfare of students. Counselors are obligated by law and ethical
standards to report and to refer a case when a persons welfare is in jeopardy.
It is a counselors duty to inform an individual of the conditions and limitations
under which assistance may be provided.

45
 Small Group Counseling

Small group counseling involves a counselor working with two or more

students together. Group size generally ranges from five to eight members.
Group discussions may be relatively unstructured or may be based on
structured learning activities. Group members have an opportunity to learn
from each other. They can share ideas, give and receive feedback, increase
their awareness, gain new knowledge, practice skills, and think about their
goals and actions. Group discussions may be problem-centered, where
attention is given to particular concerns or problems. Discussions may be
growth-centered, where general topics are related to personal and academic
development.

Large Group Guidance

Large group meetings offer the best opportunity to provide guidance to the
largest number of students in a school. Counselors first work with students in
large groups wherever appropriate because it is the most efficient use of time.
Large group work involves cooperative learning methods, in which the larger
group is divided into smaller working groups under the supervision of a
counselor or teacher. The guidance and counseling curriculum, composed of
organized objectives and activities, is delivered by teachers or counselors in
classrooms or advisory groups. School counselors and teacher may co-lead
some activities. Counselors develop and present special guidance units which
give attention to particular developmental issues or areas of concern in their
respective schools and they help prepare teachers to deliver part of the
guidance and counseling curriculum.

Consultation

The counselor as a consultant helps people to be more effective in working

with others. Consultation helps individuals think through problems and
concerns, acquire more knowledge and skill, and become more objective and
self-confident. This intervention can take place in individual or group
conferences, or through staff development activities.

Coordination

Coordination as a counselor intervention is the process of managing various

indirect services which benefits students and being a liaison between school
and community agencies. It may include organizing special events which
involve parents or resource people in the community in guidance projects. It
often entails collecting data and disseminating information. Counselors might
coordinate a needs assessment, the interpretation of standardized tests, a child
study team, or a guidance related teacher or parent education program.

46
 JOB DESCRIPTION

Elementary School Counselor

Primary Functions

As a member of the districts guidance and counseling department staff, a

counselor is to provide a comprehensive guidance and counseling program for
students in grades K-6. The counselor provides activities to address the needs
of the students, consults with teachers, staff, and parents to enhance their
effectiveness in helping students and provides support to other elementary
programs.

Major Job Responsibilities

1. Implement the elementary guidance curriculum.

2. Guide and counsel groups and individual students through the development
of educational and career plans.
3. Counsel small groups and individual students with specific needs.
4. Consults with teachers, staff and parents regarding the developmental needs
of students.
5. Refer students as needed to appropriate community resources in
consultation with their parents.
6. Participate in, coordinate, or conduct activities which contribute to the
effective operation of the school.
7. Evaluate and revise the schools guidance and counseling program.
8. Pursue professional growth.

Key Duties:

Implement the elementary guidance curriculum. Conduct guidance learning

activities in the classroom as planned in conjunction with school administration
and teachers; consults with and be a resource person for teachers to facilitate
the infusion of guidance into the regular education curricula.

Guide and counsel groups and individual students through the development of
educational and career plans; provide orientation activities for students new to
the school; participate in orientation programs for parents and students; assist
students in the transition from elementary to middle/junior high school; inform
students and their parents of test results and their implications for educational
planning; provide resources and information to assist in career awareness and
career exploration activities.

Counsel small groups and individual students with specific needs: conduct
structured, goal-oriented counseling sessions to meet the identified needs of
individuals or groups of students. Session topics at the elementary level may
include self-awareness, self identity, academic problems, behavior problems,
peer problems, family issues, child abuse, and substance abuse.

47
 Evaluate and revise the building guidance and counseling program: review
periodically with staff and administration the guidance program using the
program evaluation self-study; review and modify the program calendar and
evaluate guidance learning activities.

Consult with teachers, staff and parents regarding meeting the developmental
needs of students: participate in staff meetings; conduct in-service programs for
faculty; conduct and facilitate conferences with teachers, students, and parents;
conduct or provide opportunities for parent education programs; assist families
with school related problems.

Refer students as needed to appropriate community agencies in consultation

with their parents: consult and coordinate with in-district and community
agencies, such as school psychologists, nurses, administrators, and community-
based psychologists, service agencies, and physicians.

Coordinate, conduct, or participate in activities which contribute to the effective

operation of the school: interpret group test results to faculty and staff;
establish effective liaisons with all grade levels; act as an advocate for students
as appropriate in conjunction with other staff; assist other school staff in the
placement of students with special needs in appropriate programs such as
gifted education; participate with the administration and faculty as a team
member in the implementation of the district assessment program.

Pursue professional growth: attend state and local staff development programs;
join professional associations, read professional journals, attend relevant
workshops and conferences sponsored by professional organizations; take post-
graduate courses.

Time Distribution for Elementary School Counselors

In order to carry out a comprehensive guidance and counseling program

the following allocation of time is recommended.

Guidance Curriculum 30 - 40%

Individual Planning 5 - 0%
Responsive Services 30 - 40%
Systems Support 15 - 20%
Non-Guidance 0%

48
 JOB DESCRIPTION

Middle/Junior High School Counselor

Primary Functions:

As a member of the district guidance and counseling department staff, the

counselor is to provide a comprehensive guidance and counseling program for
students in grades 6-9. The counselor provides activities and address the needs
of the students, consults with teachers, staff, and parents to enhance their
effectiveness on helping students and provides support to other middle/junior
high school educational programs.

Major Job Responsibilities:

1. Implement the middle/junior high school guidance curriculum.

2. Guide and counsel groups and individual students through the development
of educational and career plans.
3. Counsel small groups and individual students with specific needs.
4. Consult with teachers, staff, and parents regarding the developmental needs
of students.
5. Refer students as needed to appropriate community resources in
consultation with their parents.
6. Participate in, coordinate, or conduct activities which contribute to the
effective operation of the school.
7. Evaluate and revise the building guidance and counseling program.
8. Pursue professional growth.

Key Duties:

Implement the middle/junior high school guidance curriculum; conduct

guidance learning activities in the classroom as planned in conjunction with
school administration and teachers; consults with and be a resource person for
teachers to facilitate the infusion of guidance into the regular education
curricula.

Guide and counsel groups and individual students through the development of
education and career plans; provide orientation activities for students new to
the school; participate in orientation programs for parents and students; assist
students in the transition from middle/junior high school to high school; inform
students and their parents of test results and their implications for educational
and career planning; provide resources and information to assist in career
awareness and career exploration activities.

Counsel small groups and individual students with specific needs: conduct
structured, goal-oriented counseling sessions to meet the identified needs of
individuals or groups of students. Session topics at the middle/junior high level

49
 may include self awareness, self identity, academic problems, behavior
problems, peer problems, family issues, child abuse, substance abuse, suicide
(threats and attempts) and sexuality issues.

Consult with teachers, staff and parents regarding meeting the developmental
needs of students: participate in staff meetings, conduct in-service programs for
faculty; conduct and facilitate conferences with teachers, students, and parents,
conduct or provide opportunities for parent education programs; assist families
with school related problems.

Refer students as needed to appropriate community agencies in consultation

with their parents; consult and coordinate with in-district and community
agencies, such as school psychologists, nurses, administrators, and community-
based psychologists, service agencies, and physicians.

Coordinate, conduct or participate in activities which contribute to the effective

operation of the school: interpret group tests results to faculty and staff;
establish effective liaisons with the various grade levels or instructional
departments; act as an advocate for individual students as appropriate in
conjunction with other staff; assist other school staff in the placement of
students with special needs in appropriate programs such as gifted education
and special education; participate with the administration and faculty as a team
member in the implementation of the district program.

Evaluate and revise the building guidance and counseling program; review
periodically with staff and administration the guidance program using the
program evaluation self-study; review and modify the program calendar and
evaluate guidance learning activities.

Pursue professional growth: attend state and local staff development programs;
join professional associations; read professional journals; attend relevant
workshops and conferences sponsored by professional organizations; take post-
graduate courses.

Time Distribution for Middle/Junior High School Counselors

In order to carry out a comprehensive guidance and counseling program

the following allocation of time is recommended.

Guidance Curriculum 20 - 30%

Individual Planning 15 - 25%
Responsive Services 30 - 40%
Systems Support 15 - 20%
Non-Guidance 0%

50
 JOB DESCRIPTION

High School Counselor

Primary Functions:

As a member of the district guidance and counseling department staff, a

counselor is to provide a comprehensive guidance and counseling program for
students in grades 9-12. The counselor provides activities to address the needs
of the students, consults with teachers, staff, and parents to enhance their
effectiveness in helping students and provides support to other middle/junior
high school educational programs.

Major Job Responsibilities:

1. Implement the high school guidance curriculum.

2. Guide and counsel groups and individual students through the development
of educational and career plans.
3. Counsel small groups and individual students with specific needs.
4. Consult with teachers, staff, and parents regarding the developmental needs
of students.
5. Refer students as needed to appropriate community resources in
consultation with their parents.
6. Participate in, coordinate, or conduct activities that contribute to the
effective operation of the school.
7. Evaluate and revise the building guidance and counseling program.
8. Pursue professional growth.

Key Duties:

Implement the high school guidance curriculum; conduct guidance learning

activities in the classroom as planned in conjunction with school administration
and teachers; consult with and be a resource person for teachers to facilitate
the infusion of guidance into the regular education curricula.

Guide and counsel groups and individual students through the development of
education and career plans: provide orientation activities for students new to
the school; participate in orientation programs for in-coming parents and
students; guide 9th and 10th graders in updating of their high school four
year plans, guide 11th and 12th graders to assist them in evaluating their
current status and requirements needed for high school graduation; guide 12th
graders to help them to develop and take appropriate steps toward
implementing their post-high school education or career plans; assist in pre-
registration of students; guide groups of and individual students and their
parents in the use of test results and information for education and career
planning; guide all students to develop tentative career/technical plans through
the use of resources in the office.

51
 Counsel small groups and individual students with specific needs: conduct
structured, goal oriented counseling sessions to meet the identified needs of
individuals or groups of students. Session topics at the high school level may
include self concept, academic problems, attendance and behavior problems,
peer problems, family issues, child abuse, substance abuse, suicide (threats and
attempts) and sexuality issues.

Consults with teachers, staff, and parents regarding meeting the developmental
needs of students: participate in staff meetings; conduct in-service programs for
faculty; conduct and facilitate conferences with teachers, students, and parents;
assist families with school related problems.

Refer students as needed to appropriate community agencies in consultation

with their parents: consult and coordinate with in-district and community
agencies, such as school psychologists, service agencies, and physicians.

Coordinate, conduct or participate in activities which contribute to the effective

operation of the school: interpret group test results to faculty and staff;
establish effective liaisons with the various instructional departments, act as an
advocate for groups or individual students as appropriate in conjunction with
other staff; assist other school staff in the placement of students with special
needs in appropriate programs such as gifted education and special education;
participate with the administration and faculty as a team member in the
implementation of the district program.

Evaluate and revise the building guidance and counseling program: review
periodically with staff and administration the guidance program using the
program evaluation self-study; review and modify the program calendar and
evaluate guidance learning activities.

Pursue professional growth: attend state and local staff development programs;
join professional organizations; read professional journals, attend relevant
workshops and conferences sponsored by professional organizations; take post-
graduate courses.

Time Distribution for High School Counselors

In order to carry out a comprehensive guidance and counseling program

the following allocation of time is recommended.

Guidance Curriculum 15 - 25%

Individual Planning 25 - 35%
Responsive Services 25 - 35%
Systems Support 15 - 20%
Non-Guidance 0%

52
 JOB DESCRIPTION

Area Career/Technical School Counselor

Primary Functions:

As a member of the Guidance department staff, the area career/technical school

counselor is to provide a program that maximizes students entry into
appropriate programs, provide guidance for students while enrolled and ensure
appropriate placement of existing students.

Major Job Responsibilities:

1. Manage the guidance and placement program.

2. Participate in student recruitment, assessment, orientation, counseling,
referral, and placement.
3. Coordinate efforts to provide all students with job-seeking and job-retention
skills.
4. Conduct or coordinate student follow-up.
5. Consult with parents or guardians, teachers, and other appropriate
personnel as necessary.

Key Duties:

Manage the guidance and placement program: maintain an on-going public

relations delivery system to promote the benefits of the program; conduct an
annual formal evaluation of the objectives, activities, and outcomes of the
program, review all materials and policies to ensure that they are free from sex
bias, stereotyping, and discrimination.

Coordinate the recruitment, orientation, and selection procedures, develop and

utilize recruitment and orientation materials; develop and implement strategies
for recruiting targeted populations; utilize assessment data and other student
information for assistance in appropriate instruction; coordinate placement
through a cooperative effort with sending schools; assist in securing financial
aid for eligible students.

Address the individual needs of students through appropriate guidance,

counseling, assessment, and referral services: provide individual and group
guidance and counseling to assist students in making informed decisions about
their occupational or educational futures; personal adjustments, and educational
progress; assist students in making occupational/educational decisions through
appropriate testing and assessment; provide referral services to students when
their needs are beyond the training and experiences of school personnel; make
available and disseminate current resource material for occupational or
educational planning.

53
 Assist all students in reaching their career and employment goals: disseminate
job opening information including job requirements to students, provide
opportunities for student contact with employers, assist students with placement
into continuing education, assist students with placement into the military.

Provide all students with job-seeking and job-retention skills: locate potential
employers, teach effective interviewing skills, preparation of applications,
resumes, and letters of inquiry; help students assess the potential of job
opportunities, understand the importance of positive attitudes and behavior and
effective interpersonal skills, see the need for lifelong learning for career
advancements, and be aware of legal rights and responsibilities of employers
and employees.

Coordinate followup-studies which comply with federal and state regulations:

coordinate a student post-graduate followup with input from the employer;
disseminate followup results.

Adapted from Michigan Comprehensive Guidance and Counseling Program

54
 Appendix E
Political and Legal Resources
The (school district) Board of Education supports the implementation of the
(school district or South Dakota) Comprehensive Guidance and Counseling
Program Model and offers the following assurances.

By adopting the (school district or South Dakota) Comprehensive Guidance and

Counseling Program Model, the Board of Education commits itself to the
support of the models goals and purposes. The Board of Education shall:

provide time to district staff to development, implement, and manage a

quality comprehensive guidance and counseling program;
receive periodic reports from administration and the advisory committee;
take action on decisions needed to ensure continued program
development and progress; and
with the assistance of the advisory committee, direct the staff to publicize
the program to the community.

Signature(s) Date

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

55
 Administrator and Counselor Statement of Support

School District:

Building:

The administrators and counselors support our buildings participation in

implementing the (school district or South Dakota) Comprehensive Guidance
and Counseling Program Model. As our statement of commitment, we will
include these efforts:

the development of a written definition and philosophy of our districts

guidance and counseling program modeled after the South Dakota
Program Model sample definitions and philosophy;
the securing of support and authorization from administrators and the
Board of Education to implement the program;
the selection of an advisory committee to oversee the project;
the completion of a time and task analysis on a periodic basis;
the completion of a needs assessment of students, teachers, and parents;
and
a written year end evaluation of the program.

Signature(s) Date

________________________________ ______________________________

________________________________ ______________________________

________________________________ ______________________________

56
 National Career Development Guidelines
Competencies and Indicators

Elementary Level

SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the importance of a positive self-concept.

1. Describe positive characteristics about self as seen by self and others.
2. Identify how behaviors affect school and family situations.
3. Describe how behavior influences the feelings and actions of others.
4. Demonstrate a positive attitude about self.
5. Identify personal interests, abilities, strengths and weaknesses.
6. Describe ways to meet personal needs through work.

COMPETENCY II: Skills to interact positively with others.

1. Identify how people are unique.
2. Demonstrate effective skills for interacting with others.
3. Demonstrate skills in resolving conflicts with peers and adults.
4. Demonstrate group membership skills.
5. Identify sources and effects of peer pressure.
6. Demonstrate appropriate behaviors when peer pressures are contrary to
ones beliefs.
7. Demonstrate awareness of different cultures, lifestyles, attitudes, and
abilities.

COMPETENCY III: Awareness of the importance of growth and change.

1. Identify personal feelings
2. Identify ways to express feelings.
3. Describe causes of stress.
4. Identify and select appropriate behaviors to deal with specific emotional
situations.
5. Demonstrate healthy ways of dealing with conflicts, stress, and emotions in
self and others.
6. Demonstrate knowledge of good health habits.

EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Awareness of the benefits of educational achievement.

1. Describe how academic skills can be used in the home, workplace, and
community.
2. Identify personal strengths and weaknesses in subject areas.
3. Identify academic skills needed in several occupational groups.
4. Describe relationships among abilities, effort, and achievement.
5. Implement a plan of action for improving academic skills.
6. Describe school tasks that are similar to skills essential for job success.
7. Describe how the amount of education needed for different occupational
levels varies.

57
 COMPETENCY V: Awareness of the relationship between work and
learning.
1. Identify different types of work, both paid and unpaid.
2. Describe the importance of preparing for ones career.
3. Demonstrate effective study and information-seeking habits.
4. Demonstrate an understanding of the importance of practice, effort, and
learning.
5. Describe how current learning relates to work.
6. Describe how ones role as a student is like that of an adult worker.

COMPETENCY VI: Skills to understand and use career information.

1. Describe work of family members, school personnel, and community
workers.
2. Identify occupations according to data, people, and things.
3. Identify work activities of interest to the students.
4. Describe the relationship of beliefs, attitudes, interests, and abilities to
occupations.
5. Describe jobs that are present in the local community.
6. Identify the working conditions of occupations.
7. Describe ways in which self-employment differs from working for others.
8. Describe how parents, relatives, adult friends, and neighbors can provide
career information.

COMPETENCY VII: Awareness of the importance of personal

responsibility and good work habits.
1. Describe the importance of personal qualities (e.g., dependability,
promptness, getting along with others) to getting and keeping jobs.
2. Demonstrate positive ways of performing working activities.
3. Describe the importance of cooperation among workers to accomplish a
task.
4. Demonstrate the ability to work with people who are different from oneself
(e.g., race, age, gender, people with disabilities).

COMPETENCY VIII: Awareness of how work relates to the needs and

functions of society.
1. Describe how work can satisfy personal needs.
2. Describe the products and services of local employers.
3. Describe ways in which work can help overcome social and economic
problems.

CAREER PLANNING

COMPETENCY IX: Understanding how to make decisions.

1. Describe how choices are made.
2. Describe what can be learned from making mistakes.
3. Identify and assess problems that interfere with attaining goals.
4. Identify strategies used in solving problems.

58
 5. Identify alternatives in decision making situations.
6. Describe how personal beliefs and attitudes effect decision-making.
7. Describe how decisions affect self and others.

COMPETENCY X: Awareness of the interrelationship of life roles.

1. Describe the various roles an individual may have (e.g., friend, students,
worker, family member).
2. Describe work-related activities in the home, community, and school.
3. Describe how family members depend on one another, work together, and
share responsibilities.
4. Describe how work roles complement family roles.

COMPETENCY XI: Awareness of different occupations and changing

male/female roles.
1. Describe how work is important to all people.
2. Describe the changing life roles of men and women in work and family.
3. Describe how contributions of individuals both inside and outside the home
are important.

COMPETENCY XII: Awareness of the career planning process.

1. Describe the importance of planning.
2. Describe skills needed in a variety of occupational groups.
3. Develop an individual career plan for the elementary school level.

59
 National Career Development Guidelines
Competencies and Indicators

Middle School Level

SELF-KNOWLEDGE

COMPETENCY I: Knowledge of the influence of a positive self-concept.

1. Describe personal likes and dislikes.
2. Describe individual skills required to fulfill different life roles.
3. Describe how ones behavior influences the feelings and actions of others.
4. Identify environmental influences on attitudes, behaviors, and aptitudes.

COMPETENCY II: Skills to interact positively with others.

1. Demonstrate respect for the feelings and beliefs of others.
2. Demonstrate an appreciation for the similarities and differences among
people.
3. Demonstrate tolerance and flexibility in interpersonal and group situations.
4. Demonstrate effective skills in responding to criticism.
5. Demonstrate effective group membership skills.
6. Demonstrate effective social skills.
7. Demonstrate understanding of different cultures, lifestyles, attitudes, and
abilities.

COMPETENCY III: Knowledge of the importance of growth and change.

1. Identify feelings associated with significant experiences.
2. Identify internal and external sources of stress.
3. Demonstrate ways of responding to others when under stress.
4. Describe changes that occur in the physical, psychological, social and
emotional development of an individual.
5. Describe physiological and psychological factors as they relate to career
development.
6. Describe the importance of career, family, and leisure activities to mental,
emotional, physical, and economic well-being.

EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Knowledge of the benefits of educational achievement

to career opportunities.
1. Describe the importance of academic and occupational skills in the work
world.
2. Identify how the skills taught in school subjects, academic and contextual,
are used in various occupations.
3. Identify skills that are transferable from one occupation to another.
4. Identify sources of employment in the community.

60
COMPETENCY VII: Knowledge of skills necessary to seek and obtain
jobs.
1. Demonstrate personal qualities (e.g., dependability, punctuality, getting
along with others) that are needed to get and keep jobs.
2. Describe terms and concepts used in describing employment opportunities
and conditions.
3. Demonstrate skills to complete a job application.
4. Demonstrate skills and attitudes essential for a job interview.

COMPETENCY VIII: Understanding how work relates to the needs and

functions of the economy and society.
1. Describe the importance of work to society.
2. Describe the relationship between work and economic and societal needs.
3. Describe the economic contributions workers make to society.
4. Describe the effects that societal, economic, and technological change have
on occupations.

CAREER PLANNING

COMPETENCY IX: Skills to make decisions.

1. Describe personal beliefs and attitudes.
2. Describe how career development is a continuous process with a series of
choices.
3. Identify possible outcomes of decisions.
4. Describe school courses related to personal, educational, and occupational
interests.
5. Describe how the expectations of others affect career planning.
6. Identify ways in which decisions about education and work relate to other
major life decisions.
7. Identify advantages and disadvantages of various secondary and
postsecondary programs for the attainment of career goals.
8. Identify the requirements for secondary and postsecondary programs.

COMPETENCY X: Knowledge of the interrelationship of life roles.

1. Identify how different work and family patterns require varying kinds and
amounts of energy, participation, motivation, and talent.
2. Identify how work roles at home satisfy needs of the family.
3. Identify personal goals that may be satisfied through a combination of work,
community, social, and family, roles.
4. Identify personal leisure choices in relation to lifestyle and the attainment of
future goals.
5. Describe advantages and disadvantages of various life role options.
6. Describe the interrelationships among family, work, and leisure decisions.

61
 COMPETENCY XI: Knowledge of different occupations and changing
male/female roles.
1. Describe advantages and problems of entering nontraditional occupations.
2. Describe the advantages of taking courses related to personal interest, even
if they are most often taken by members of the opposite gender.
3. Describe stereotypes, biases, and discriminatory behaviors that may limit
opportunities for women and men in certain occupations.

COMPETENCY XII: Understanding the process of career planning.

1. Demonstrate knowledge of exploratory processes and programs.
2. Identify school courses that meet tentative career goals.
3. Demonstrate knowledge of academic and school-to-work transition
opportunities offered at the high school level.
4. Describe skills needed in a variety of occupations, including self-
employment.
5. Identify strategies for managing personal resources (e.g., talents, time, and
money) to achieve tentative career goals.
6. Develop an individual career plan, updating information from the
elementary-level plan and including tentative decisions to be implemented
in high school.

62
 National Career Development Guidelines
Competencies and Indicators

High School Level

SELF-KNOWLEDGE

COMPETENCY I: Understanding of the influence of a positive self-

concept.
1. Identify and appreciate personal interests, abilities, and skills.
2. Demonstrate the ability to use peer feedback.
3. Demonstrate an understanding of how individual characteristics related to
achieving personal, social, educational, and career goals.
4. Demonstrate an understanding of environmental influences on ones
behaviors.
5. Demonstrate an understanding of the relationship between personal
behavior and self-concept.

COMPETENCY II: Skills to interact positively with others.

1. Demonstrate effective interpersonal skills.
2. Demonstrate interpersonal skills required for working with and for others.
3. Describe appropriate employer and employee interactions in various
situations.
4. Demonstrate how to express feelings, reactions, and ideas in an appropriate
manner.

COMPETENCY III: Understanding the impact of growth and

development.
1. Describe how developmental changes affect physical and mental health.
2. Describe the effect of emotional and physical health on career decisions.
3. Describe healthy ways of dealing with stress.
4. Demonstrate behaviors that maintain physical and mental health.

EDUCATIONAL AND OCCUPATIONAL EXPLORATION

COMPETENCY IV: Understanding the relationship between educational

achievement and career planning.
1. Demonstrate how to apply academic and occupational skills to achieve
personal goals.
2. Describe the relationship of academic and occupational skills to personal
interests.
3. Describe how skills developed in academic and occupational programs
relate to career goals.
4.Describe how education relates to the selection of college majors, further
training, and/or entry into the job market.
5. Demonstrate transferable skills that can apply to a variety of occupations
and changing occupational requirements.
6. Describe how learning skills are required in the work place.

63
 COMPETENCY V: Understanding the need for positive attitudes toward
work and learning.
1. Identify the positive contributions workers make to society.
2. Demonstrate knowledge of the social significance of various occupations.
3. Demonstrate a positive attitude toward work.
4. Demonstrate learning habits and skills that can be used in various
educational situations.
5. Demonstrate positive work attitudes and behaviors.

COMPETENCY VI: Skills to locate, evaluate, and interpret career

information.
1. Describe the educational requirements of various occupations.
2. Demonstrate use of a range of resources (e.g. handbooks, career materials,
labor market information, and computerized career information delivery
systems).
3. Demonstrate knowledge of various classification systems that categorize
occupations and industries (e.g. Dictionary of Occupational Titles).
4. Describe the concept of career ladders.
5. Describe the advantages and disadvantages of self-employment as a career
option. Identify individuals in selected occupations as possible information
resources, role models, or mentors.
6. Describe the influence of change in supply and demand for workers in
different occupations.
7. Identify how employment trends relate to education and training.
8. Describe the impact of factors such as population, climate, and geographic
location on occupational opportunities.

COMPETENCY VII: Skills to prepare to seek, obtain, maintain, and

change jobs.
1. Demonstrate skills to locate, interpret, and use information about job
openings and opportunities.
2. Demonstrate academic or occupational skills required for full or part-time
jobs.
3. Demonstrate skills and behaviors necessary for a successful job interview.
4. Demonstrate skills in preparing a resume and completing job applications.
5. Identify specific job openings.
6. Demonstrate employability skills necessary to obtain and maintain jobs.
7. Demonstrate skills to assess occupational opportunities (e.g. working
conditions, benefits, and for change).
8. Describe placement services available to make the transition from high
school to civilian employment, the armed services, or postsecondary
education/training.
9. Demonstrate an understanding that job opportunities often require
relocation.
10. Demonstrate skills necessary to function as a consumer and manage
financial resources.

64
COMPETENCY VIII: Understanding how societal needs and functions
influence the nature and structure of work.
1. Describe the effect of work on lifestyles.
2. Describe how societys needs and functions affect the supply of goods and
services.
3. Describe how occupational and industrial trends relate to training and
employment.
4. Demonstrate an understanding of the global economy and how if affects
each individual.

CAREER PLANNING

COMPETENCY IX: Skills to make decisions.

1. Demonstrate responsibility for making tentative educational and
occupational choices.
2. Identify alternatives in given decision making situations.
3. Describe skills/aptitudes needed to quality for desired postsecondary
education/training.
4. Identify appropriate choices during high school that will lead to marketable
skills for entry-level employment or advanced training.
5. Identify and complete required steps toward transition from high school to
entry into postsecondary education/training programs or work.
6. Identify steps to apply for and secure financial assistance for postsecondary
education and training.

COMPETENCY X: Understanding the interrelationship of life roles.

1. Demonstrate knowledge of life stages.
2. Describe factors that determine lifestyles (e.g. socioeconomic status, culture,
values, occupational choices, work habits).
3. Describe ways in which occupational choices may affect lifestyle.
4. Describe the contribution of work to a balanced and productive life.
5. Describe ways in which work, family, and leisure roles are interrelated.
6. Describe different career patterns and their potential effect on family
patterns and lifestyle.
7. Describe the importance of leisure activities.
8. Demonstrate ways that occupational skills and knowledge can be acquired
through leisure.

COMPETENCY XI: Understanding the continuous changes in

male/female roles.
1. Identify factors that have influenced the changing career patterns of women
and men.
2. Identify evidence of gender stereotyping and bias in educational programs
and occupational settings.
3. Demonstrate attitudes, behaviors, and skills that contribute to eliminating
gender bias and stereotyping.
4. Identify courses appropriate to tentative occupational choices.
5. Describe the advantages and problems of nontraditional occupations.

65
 COMPETENCY XII: Skills in career planning.
1. Describe career plans that reflect the importance of lifelong learning.
2. Demonstrate knowledge of postsecondary occupational and academic
programs.
3. Demonstrate knowledge that changes may require training and upgrading of
employees skills.
4. Describe school and community resources to explore educational and
occupational choices.
5. Describe the costs and benefits of self-employment.
6. Demonstrate occupational skills developed through volunteer experiences,
part-time employment, or school-to-work transition programs.
7. Demonstrate skills necessary to compare education and job opportunities.
8. Develop an individual career plan, updating information from earlier plans
and including tentative decisions to be implemented after high school.

66
 Appendix F
Needs Assessment
Instruments
National Career Development Guidelines
Elementary School
This survey lists the knowledge, skills, and abilities that are related to the career
awareness phase of career development. When you read each item, indicate your
perception of how important it is to the career development of our students.

Please circle your choice based on an importance scale of 1 to 3, with 1 being of Great
Importance and 3 being of Little Importance. Feel free to add your own ideas to the
list.
Of Great Of Little
Importance Importance
Self-Knowledge
Knowledge of the importance of a positive self-concept 1 2 3

Skills to interact positively with others 1 2 3

Awareness of the importance of growth and change 1 2 3

Educational and Occupational Exploration

Awareness of the benefits of educational achievement 1 2 3

Awareness of the relationship between work and learning 1 2 3

Skills to understand and use career information 1 2 3

Awareness of the importance of personal responsibility 1 2 3

and good work habits

Awareness how work relates to the needs and functions 1 2 3

of society

Career Planning
Understanding how to make decisions 1 2 3

Awareness of different occupations and changing 1 2 3

male/female roles

Awareness of the career planning process 1 2 3

Others (Please add your own ideas)

___________________________________________ 1 2 3
___________________________________________
___________________________________________

67
 National Career Development Guidelines
Middle School

This survey lists the knowledge, skills, and abilities that are related to the career
awareness phase of career development. When you read each item, indicate your
perception of how important it is to the career development of our students.

Please circle your choice based on an importance scale of 1 to 3, with 1 being of Great
Importance and 3 being of Little Importance. Feel free to add your own ideas to the
list.

Of Great Of Little
Importance Importance
Self-Knowledge
Knowledge of the influence of a positive self-concept 1 2 3

Skills to interact positively with others 1 2 3

Knowledge of the importance of growth and change 1 2 3

Educational and Occupational Exploration

Knowledge of the benefits of educational achievement 1 2 3

Understanding the relationship between work and learning 1 2 3

Skills to locate, understand, and use career information 1 2 3

Knowledge of skills necessary to seek and obtain jobs 1 2 3

Understanding how work relates to the needs and 1 2 3

functions of society

Career Planning
Skills to make decisions 1 2 3

Knowledge of the interrelationships of life roles 1 2 3

Knowledge of different occupations and changing 1 2 3

male/female roles

Understanding the process of career planning 1 2 3

Others Please add your own ideas

____________________________________________ 1 2 3
____________________________________________
____________________________________________

68
 National Career Development Guidelines
High School

This survey lists the knowledge, skills, and abilities that are related to the career
awareness phase of career development. When you read each item, indicate your
perception of how important it is to the career development of our students.

Please circle your choice based on an importance scale of 1 to 3, with 1 being of Great
Importance and 3 being of Little Importance. Feel free to add your own ideas to the
list.

Of Great Of Little
Importance Importance
Self-Knowledge
Understanding the influence of a positive self-concept 1 2 3

Skills to interact positively with others 1 2 3

Understanding the impact of growth and development 1 2 3

Educational and Occupational Exploration

Understanding the relationship between educational 1 2 3
achievement and career planning

Understanding the need for positive attitudes towards 1 2 3

work and learning

Skills to locate, evaluate, and interpret career information 1 2 3

Skills to prepare to seek, obtain, maintain, and change jobs 1 2 3

Understanding how societal needs and functions influence 1 2 3

the nature and structure of work

Career Planning
Skills to make decisions 1 2 3

Understanding the interrelationship of life roles 1 2 3

Understanding the continuous changes in male/female roles 1 2 3

Skills in career planning 1 2 3

Others Please add your own ideas

____________________________________________ 1 2 3
____________________________________________
____________________________________________

69
70
 Appendix G
Scope and Sequence
SCOPE AND SEQUENCE BASED ON NATIONAL CAREER DEVELOPMENT
GUIDELINES
Elementary Grade Level
Delivery: I = Introduce, R = Review, M = Mastery

C1. Knowledge of the importance K 1 2 3 4 5 WHO?

of self concept
1. Describe characteristics about self as I R R R
seen by self and others.
2. Identify how behaviors affect school I R R R R R
and family situations.
3. Describe how behavior influences I R R R R R
the feelings and actions of others.
4. Demonstrate a positive attitude about I R R R R R
self.
5. Identify personal interests, abilities, I R R R R R
strengths and weaknesses.
6. Describe ways to meet personal I
needs through work.
C2. Skills to interact with others
1. Identify how people are unique. I R R R R R
2. Demonstrate effective skills for I R R R R R
interacting with others.
3. Demonstrate effective skills in I R R
resolving conflicts with peers
and adults.
4. Demonstrate group membership skills. I R R R
5. Identify sources and effects of peer I
pressure.
6. Demonstrate appropriate behaviors I
when peer pressures are contrary
to ones own beliefs.
7. Demonstrate awareness of different I R
cultures, lifestyles, attitudes, and
abilities.

71
 C3. Awareness of the importance of growth and change
1. Identify personal feelings. I R R R R R
2. Identify ways to express feelings. I R R
3. Describe causes of stress.
4. Identify and select appropriate I
behaviors to deal with specific
emotional situations.
5. Demonstrate knowledge of good I R
health habits.
C4. Awareness of the benefits of educational achievement
1. Describe how academic skills can be I R
used in the home and community.
2. Identify personal strengths and I R R
weaknesses in subject areas.
3. Identify academic skills needed in
several occupational groups.
4. Describe relationships among I R
ability, effort, and achievement.
5. Implement a plan of action for
improving academic skills.
6. Describe school tasks that are similar I R
to skills essential to job success.
7. Describe how the amount of
education needed for different
occupational levels varies.
C5. Awareness of the relationship - between work and learning
1. Identify different types of work, both I R R R R R
paid and unpaid.
2. Describe the importance of preparing
for occupations.
3. Demonstrate effective study and I R
information seeking habits.
4. Demonstrate an understanding of I R
the importance of practice, effort,
and learning.
5. Describe how current learning relates
to work.
6. Describe how ones role as a student I R R
is like that of an adult worker.

72
C6. Skills to understand and use career information
1. Describe work of family members, I R R R R M
school personnel, and community
workers.
2. Identify occupations according to
data, people, ideas, and things.
3. Identify work activities of interest to I
the student.
4. Describe the relationship of beliefs,
attitudes, interests and abilities to
occupations.
5. Describe jobs that are present in the I R R R R M
local community.
6. Identify the working conditions of I R R
occupations (e.g., inside/outside,
hazardous).
7. Describe ways in which self-
employment differs than working
with others.
8. Describe how parents, relatives, etc. I
can provide career information.
C7. Awareness of the importance of personal responsibility and good
work habits
1. Describe the importance of personal I
qualities (e.g., dependability, prompt-
ness) to getting and keeping a job.
2. Demonstrate positive ways of I R
performing working activities.
3. Describe the importance of coopera- I R R R
tion among workers to accomplish
a task.
4. Demonstrate the ability to work with I R
people who are different from oneself
(e.g. age, race, gender).
C8. Awareness of how work relates to the needs and functions of society
1. Describe how work can satisfy I R
personal needs.
2. Describe the products and services of I R
local employers.
3. Describe ways in which work can
help overcome social and economic
problems.

73
 C9. Understanding how to make decisions
1. Describe how choices are made. I
2. Describe what can be learned from I R
making mistakes.
3. Identify and assess problems that I
interfere with attaining goals.
4. Identify strategies used in solving I
problems.
5. Identify alternatives in decision- I
making situations.
6. Describe how personal beliefs and I
attitudes effect decision-making.
7. Describe how decisions affect self I R
and others.
C10. Awareness of the interrelationship of life roles
1. Describe various roles an individual I R R M
may have (e.g. friend, student).
2. Describe work-related activities in the I R R M
home, community, and school.
3. Describe how family members I R M
depend on one another, work
together, and share responsibilities.
4. Describe how work roles
complement family roles.
C11. Awareness of different occupations and changing male/female roles
1. Describe how work is important to I R R M
all people.
2. Describe the changing life roles of
men and women in work and family.
3. Describe how contributions of I R M
individuals both inside and outside
the home are important.
C12. Awareness of the career planning process
1. Describe the importance of planning. I
2. Describe skills needed in a variety of I R R
occupational groups.
3. Develop an individual career plan for
the elementary school level.

74
 SCOPE AND SEQUENCE BASED ON NATIONAL CAREER DEVELOPMENT
GUIDELINES
Middle School Level
Delivery: I = Introduce, R = Review, M = Mastery
C1. Knowledge of the influence of 6 7 8 WHO?
a positive self-concept

1. Describe personal likes and dislikes. R R R

2. Describe individual skills required to fulfil different R R R
life roles.
3. Describe how ones behavior influences the feelings R R R
and actions of others.
4. Identify environmental influences on attitudes, R R R
behaviors, and aptitudes.
C2. Skills to interact positively with others
1. Demonstrate respect for the feelings and beliefs of I R R
others.
2. Demonstrate an appreciation for the similarities and I R R
differences among young people.
3. Demonstrate tolerance and flexibility in interpersonal I R R
and group situations.
4. Demonstrate effective skills in responding to R R R
criticism.
5. Demonstrate effective group membership skills. I R R
6. Demonstrate effective social skills. R R R
7. Demonstrate understanding of different cultures, I R R
lifestyles, attitudes, and abilities.
C3. Knowledge of the importance of growth and change
1. Identify feelings associated with significant R R R
experiences.
2. Identify internal and external sources of stress. I R R
3. Demonstrate ways of responding to others when R R R
under stress.
4. Describe changes that occur in the physical, I
psychological, social and emotional development of
an individual.
5. Describe physiological and psychological factors as I
they relate to career development.
6. Describe the importance of career, family, and leisure I
activities to mental, emotional, physical, and
economic well-being.

75
 C4. Knowledge of the benefits of educational achievement to career
opportunities
1. Describe the importance of academic and R R R
occupational skills in the work world.
2. Identify how the skills taught in school subjects, R R R
academic and contextual, are used in various
occupations.
3. Describe individual strengths and weaknesses in R R R
school subjects.
4. Describe a plan of action for increasing basic I R R
educational skills.
5. Describe the skills needed to adjust to changing I
occupational requirements.
6. Describe how continued learning enhances the I R R
ability to achieve goals.
7. Describe how skills relate to the selection of high I R
school courses of study.
8. Describe how aptitudes and abilities related to broad I R
occupational groups.
C5. Understanding the relationship between work and learning
1. Demonstrate effective learning habits and skills. R R R
2. Demonstrate an understanding of the importance of R R R
personal skills and attitudes to job success.
3. Describe the relationship of personal attitudes, I R R
beliefs, abilities, and skills to occupations.
C6. Skills to locate, understand, and use career information
1. Identify various ways that occupations can be I R R
classified.
2. Identify a number of occupational groups for I R
exploration.
3. Demonstrate skills in using school, community, and I R R
technology resources to learn about occupational
groups.
4. Identify sources to obtain information about I R
occupational groups including self-employment.
5. Identify skills that are transferable from one I R R
occupation to another.
6. Identify sources of employment in the community. R R R

76
C7. Knowledge of skills necessary to seek and obtain jobs
1. Demonstrate personal qualities (e.g., dependability, R R R
punctuality, getting along with others) that are
needed to get and keep jobs.
2. Describe terms and concepts used in describing I
employment opportunities and conditions.
3. Demonstrate skills to complete a job application. I
4. Demonstrate skills and attitudes essential for job I
interview.
C8. Understanding how work relates to the needs and functions of the
economy and society
1. Describe the importance of work to society. R R R
2. Describe the relationship between work and I R R
economic and societal needs.
3. Describe economic contributions workers make to I R R
society.
4. Describe the effects that societal, economic, and I
technological change have on occupations.
C9. Skills to make decisions
1. Describe personal beliefs and attitudes. R R R
2. Describe how career development is a continuous I R R
process with a series of choices.
3. Identify possible outcomes of decisions. R R R
4. Describe school courses related to personal, I R
educational, and occupational interests.
5. Describe how the expectations of others affect I R
career planning.
6. Identify ways in which decisions about education I R
and work relate to other major life decisions.
7. Identify advantages and disadvantages of various I
secondary and postsecondary programs for the
attainment of career goals.
8. Identify the requirements for secondary and post- I
secondary programs.
C10. Knowledge of the interrelationship of life roles
1. Identify how different work and family patterns I
require varying kinds and amounts of energy,
participation, motivation, and talent.
2. Identify how work roles at home satisfy needs of the R R R
family.

77
 3. Identify personal goals that may be satisfied through I R
a combination of work, community, social, and
family roles.
4. Identify personal leisure choices in relation to I R
lifestyle and the attainment of future goals.
5. Describe advantages and disadvantages of various I R
life role options.
6. Describe the interrelationships among family, work, I R
and leisure decisions.
C11. Knowledge of different occupations and changing male/female
roles
1. Describe advantages and problems of entering I
nontraditional occupations.
2. Describe the advantages of taking courses related to I
personal interest, even if they are most often taken
by members of the opposite gender.
3. Describe stereotypes, biases, and discriminatory I R R
behaviors that may limit opportunities for women
and men in certain occupations.
C12. Understanding the process of career planning
1. Demonstrate knowledge of exploratory processes I R R
and programs.
2. Identify school courses that meet tentative career I R R
goals.
3. Demonstrate knowledge of academic and school-to- I
work transition opportunities offered at the high
school level.
4. Describe skills needed in a variety of occupations, I R
including self-employment.
5. Identify strategies for managing personal resources I R
(e.g., talents, time, and money) to achieve tentative
career goals.
6. Develop an individual career plan, updating I R
information from the elementary-level plan and
including tentative decisions to be implemented in
high school.

78
 SCOPE AND SEQUENCE BASED ON NATIONAL CAREER DEVELOPMENT
GUIDELINES
High School Level
Delivery: I = Introduce, R = Review, M = Mastery
C1. Understanding of the influence of a 9 10 11 12 WHO?
positive self-concept
1. Identify and appreciate personal interests, R R R R
abilities, and skills.
2. Demonstrate the ability to use peer feedback. R R R R
3. Demonstrate an understanding of how R R R R
individual characteristics relate to achieving
personal, social, educational, and career goals.
4. Demonstrate an understanding of environmental I R R R
influences on ones behaviors.
5. Demonstrate an understanding of the R R R R
relationship between personal behavior and
self concept.
C2. Skills to interact positively with others
1. Demonstrate effective interpersonal skills. R R R R
2. Demonstrate interpersonal skills required for I R R R
working with and for others.
3. Describe appropriate employer and employee I R R R
interactions in various situations.
4. Demonstrate how to express feelings, reactions, R R R R
and ideas in an appropriate manner.
C3. Understanding the impact of growth and development
1. Describe how developmental changes affect I R R R
physical and mental health.
2. Describe the effect of emotional and physical I R R R
health on career decisions.
3. Describe healthy ways of dealing with stress. I R R R
4. Demonstrate behaviors that maintain physical I R R R
and mental health.
C4. Understanding the relationship between educational achievement
and career planning
1. Demonstrate how to apply academic and I R R R
occupational skills to achieve personal goals.
2. Describe the relationship of academic and I R R R
occupational skills to personal interests.

79
 3. Describe how skills developed in academic and I R R M
occupational programs relate to career goals.
4. Describe how education relates to the selection I R R M
of college majors, further training, and/or entry
into the job market.
5. Demonstrate transferable skills that can apply
to a variety of occupations and changing
occupational requirements. R R R R
6. Describe how learning skills are required in the I R R M
workplace.
C5. Understanding the need for positive attitudes toward work and
learning
1. Identify the positive contributions workers make R R R R
to society.
2. Demonstrate knowledge of the social I R R R
significance of various occupations.
3. Demonstrate a positive attitude toward work. R R R R
4. Demonstrate learning habits and skills that can R R R R
be used in various educational situations.
5. Demonstrate positive work attitudes and R R R R
behaviors.
C6. Skills to locate, evaluate, and interpret career information
1. Describe the educational requirements of I R R M
various occupations.
2. Demonstrate use of a range of resources I R R R
(e.g. handbooks, career materials, labor market
information, and computerized career
information delivery systems.
3. Demonstrate knowledge of various classification I R R R
systems that categorize occupations and
industries (e.g. Dictionary of Occupational
Titles).
4. Describe the concept of career ladders. I R R R
5. Describe the advantages and disadvantages I R R R
of self-employment as a career option.
6. Identify individuals in selected occupations as R R R R
possible information resources, role models, or
mentors.
7. Describe the influence of change in supply and I R R R
demand for workers in different occupations.
8. Identify how employment trends relate to I R R
education and training.

80
9. Describe the impact of factors such as R R R R
population, climate, and geographic location on
occupational opportunities.
C7. Skills to prepare to seek, obtain, maintain, and change jobs
1. Demonstrate skills to locate, interpret, and use I R R R
information about job openings and
opportunities.
2. Demonstrate academic or occupational skills I R R R
required for full or part time jobs.
3. Demonstrate skills and behaviors necessary for R R R R
a successful job interview.
4. Demonstrate skills in preparing a resume and I R R R
completing job applications.
5. Identify specific job openings. I R R R
6. Demonstrate employability skills necessary to I R R R
obtain and maintain jobs.
7. Demonstrate skills to assess occupational I R R R
opportunities (e.g. working conditions, benefits,
and for change).
8. Describe placement services available to make I R R
the transition from high school to civilian
employment, the armed services, or post-
secondary education/training.
9. Demonstrate an understanding that job I R R R
opportunities often require relocation.
10. Demonstrate sills necessary to function as a I R R R
consumer and manage financial resources.
C8. Understanding how societal needs and functions influence the
nature and structure of work
1. Describe the effect of work on lifestyles. I R R R
2. Describe how societys needs and functions R R R R
affect the supply of goods and services.
3. Describe how occupational and industrial trends I R R R
relate to training and employment.
4. Demonstrate an understanding of the global I R R
economy and how it affects each individual.
C9. Skills to make decisions
1. Demonstrate responsibility for making tentative I R R R
educational and occupational choices.
2. Identify alternatives in given decision making R R R R
situations.

81
 3. Describe skills/aptitudes needed to qualify for I R M
desired postsecondary education/training.
4. Identify appropriate choices during high school I R R M
that will lead to marketable skills for entry-level
employment or advanced training.
5. Identify and complete required steps toward I R R M
transition from high school to entry into
postsecondary education/training programs or
work.
6. Identify steps to apply for and secure financial I R M
assistance for postsecondary education and
training.
C10. Understanding the interrelationship of life roles
1. Demonstrate knowledge of life stages. I R R R
2. Describe factors that determine lifestyles I R R R
(e.g. socioeconomic status, culture, values,
occupational choices, work habits).
3. Describe ways in which occupational choices I R R R
may affect lifestyle.
4. Describe the contribution of work to a balanced I R R R
and productive life.
5. Describe ways in which work, family, and I R R
leisure roles are interrelated.
6. Describe different career patterns and their I R R R
potential effect on family patterns and lifestyle.
7. Describe the importance of leisure activities. R R R R
8. Demonstrate ways that occupational skills and I R R R
knowledge can be acquired through leisure.
C11. Understanding the continuous changes in male/female roles
1. Identify factors that have influenced the I R R R
changing career patterns of women and men.
2. Identify evidence of gender stereotyping and I R R R
bias in educational programs and occupational
settings.
3. Demonstrate attitudes, behaviors, and skills that I R R R
contribute to eliminating gender bias and
stereotyping.
4. Identify courses appropriate to tentative R R R M
occupational choices.
5. Describe the advantages and problems of I R R R
nontraditional occupations.

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C12. Skills in career planning
1. Describe career plans that reflect the importance I R R R
of lifelong learning.
2. Demonstrate knowledge of postsecondary I R R M
occupational and academic programs.
3. Demonstrate knowledge that changes may I R R
require training and upgrading of employees
skills.
4. Describe school and community resources to I R R R
explore educational and occupational choices.
5. Describe the costs and benefits of self- I R R R
employment.
6. Demonstrate occupational skills developed R R R R
through volunteer experiences, part-time
employment, or school-to-work transition
programs.
7. Demonstrate skills necessary to compare I R R M
education and job opportunities.
8. Develop an individual career plan, updating R R R R
information from earlier plans and including
tentative decisions to be implemented after
high school.

83
84
 Appendix H
NCDG/ASCA Matrix
Academic Development Career Development Personal/
Social Development
Acquire Complete Understand Acquire the Employ Understand Acquire the Students will Students will
attitudes, school with the relation- skills to strategies to the attitudes, make understand
knowledge, academic ship of investigate achieve relationship knowledge decisions, safety and
skills that prepara- academics the world of future between and inter- set goals survival
contribute tion essen- to the world work in career personal personal and take the skills
to effective tial to of work and relationship success and qualities, skills to necessary
learning in choose to life at to know- satisfaction education help them actions to
school and from a wide home and ledge of self and training understand achieve
across life range of in the and to make and the and respect goals
span substantial community informed world of self and
postsecond- decisions work others
ary options

I. Understand X X
the influence of
a positive self
concept.

II. Skills to X X X X
interact
positively with
others.

III.Understanding X X X X X
the impact of
growth and
development.

IV. Understand X X X X X
the relationship
between educa-
tional achieve-
ment and career
planning.

V. Understanding X X X X
the need for
positive attitudes
toward work and
learning.

VI. Skills to X X X
locate, evaluate
and interpret
career
information.

VII. Skills to X X X
prepare to seek,
obtain, maintain
and change jobs.

85
 VIII. Under- X X X X X
standing how
societal needs
and functions
influence the
nature and
structure of
work.

IX. Skills to X X X X X X X X
make decisions.

X. Understand- X X X X X X X X
ing the inter-
relationship of
life roles.

XI. Understand- X X X X
ing the
continuous
changes in
male/female
roles.

XII. Skills in X X X X X X X
career planning.

86
 Appendix I
Guidance and Counseling
Program Calendar
This calendar has been provided to assist you in planning your program, as
well as daily and monthly activities for support services. Use it as an example
to follow in tailoring your individual calendar.

Summer

Establish counselor calendar for building/district

Attend summer conferences and workshops
Assist with registration
Meet and register new students
Evaluate transcripts for placement
Develop goals for the year
Write classroom lesson plans to introduce yourself to students
Set up office systems
Plan and advertise parenting classes
Check child protective services for update

September

Write counselor article for parent newsletter

Establish a counselor corner in student paper
Introduce yourself to parent organization
Assist in class/schedule changes
Start classroom units or visit classes
Begin parent education classes
Develop and maintain contact log
Join professional organizations
Add name to important mailing lists
Serve on task forces/committees
Attend Fall School Counselor Workshop
Participate in orientation for new students and parents
Participate in back-to-school night/open house
Prepare school counseling pamphlets
Introduce portfolios and four year plans

87
 October

Prepare and develop classroom units

Begin or continue student group sessions
Plan public relations activities
Administer statewide standardized testing
SAT/ACT registration and testing
Early acceptance for college scholarship
Attend college fairs
Administer the Career Interest and Aptitude Assessment

November

College applications/scholarships to mail

SAT/ACT testing and registration
Check ASCA web site for monthly activities
Career awareness month activities
End of first quarter
Parent-Teacher Conferences
Student InterpretationCareer Interest and Aptitude Assessment

December

Plan activities for National Counselors week

FAFSA night for parents
SAT/ACT registration and testing
College applications and recommendations due
Develop/improve classroom units for second semester

January

Scholarship applications due

Complete FAFSA forms
End of first semester
Continue classroom units, groups, public relations activities
Start planning transition activities
Check transcripts of seniors for graduation purposes

February

National School Counselors week

Help plan registration process
Contact parents of students at risk
SAT/ACT testing and registration
Continue classroom units and groups
Continue working with students on portfolios

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March

Continue with registration process

Continue classroom units/lessons
Parent-Teacher Conferences
Boys and Girls State Representatives selected

April

Career Fair
Attend school counselors state conference
Attend IEP meetings for annual review
Begin transition process for students
Prepare for graduation

May

Finalize class registrations

Complete scholarship list
Final transcript requests
Update records
Finish classroom units, groups, etc.
Prepare for closure of groups
Preparation for graduation
Evaluate year and plan for next year

Ongoing

Make pertinent articles and research available to staff

Keep accurate, confidential log
Prepare classroom units
Attend parent conferences
Keep administration informed of activities
Contact students at risk
Plan public relations activities
Advisor/advisee activities
Character education activities
Attend IEP meeting
Parent education activities
Staff development consultation

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90
 Appendix J
Master Calendar
School Year: ________

For_____________________________ at_______________________________
Counselor Name School Site

Month Curriculum Individual Responsive System Administrative

Planning Services Support Activities

August

September

October

November

December

January

February

March

April

May

June

July

91
92
 Appendix K
Program Evaluation
This checklist will help you assess the current status of the schools guidance
and counseling program. Place a checkmark in the space provided if you can
answer yes to the question. An appropriate way to use this checklist would be
to have various school groups, including school board members, administrators,
counselors, and teachers complete the checklist and compare their perceptions.

" 1. Does a guidance program exist, as opposed to a series of isolated

services?
" 2. Is the guidance program accountable in that is shows measurable
outcomes?
" 3. Does the guidance program serve all children?
" 4. Does the guidance program have a developmental emphasis?
" 5. Does the guidance program involve cooperation between teachers,
counselors, parents, administrators, and community agencies?
" 6. Are the guidance services understood and utilized by the population for
whom they are intended?
" 7. Is the guidance program systematically planned, implemented, and
evaluated?
" 8. Is the guidance program designed to meet the unique characteristics and
student populations of the school and community?
" 9. Is there administrative support for the guidance program?
" 10. Is there a board of education endorsed guidance philosophy statement?
" 11. Is there a guidance committee, representative of students, teachers,
counselors, parents, administrators, and community members, which
serves to advise, improve, implement, and evaluate guidance services?
" 12. Is the guidance program established on the basis of identified student
needs, as perceived by students, teachers, counselors, parents,
administrators, and community representatives?
" 13. Does the guidance program reflect the identified needs?
" 14. Are student competencies written with measurable outcomes?
" 15. Are there sufficient facilities to carry out the program?
" 16. Are there sufficient resources, both human and material, available to the
program?
" 17. Does the program utilize competencies of all available personnel?
" 18. Does the program provide for staff development when necessary?
" 19. Does the program provide for an annual report that gives an accurate
account of program effectiveness?

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 Items 1 through 9 refer to the comprehensiveness of the guidance program.
Consideration should be given to any item without a check. Is there a need for
change, revisions, and/or further evaluation?
Items 10 through 19 refer to a process for comprehensive program
development. The items are listed in sequential order. Consideration should
be given to any item without a check. Is there a need for comprehensive
program development?

Adapted from Guidance in Montana: Guidelines for Program Development K-12

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 Guidance and Counseling Program
Self Study

Based on Standards and Indicators

Standard One: Mission Statement

A mission statement for the districts guidance and counseling program

has been developed.

Indicators:

1. The statement describes the guidance and counseling

program as integral to the total education system. 2 1 0

2. The statement describes the program as developmental as

well as remedial. 2 1 0

3. The statement is supportive of the districts mission. 2 1 0

Total: __________ (6 possible)

Notes:

Standard Two: Philosophy

A philosophy for the districts guidance and counseling program has

been developed.

Indicators:

1. The statement establishes the need for the districts program. 2 1 0

2. The statement connects the program to the educational

goals of the district. 2 1 0

3. The statement provides the rationale for restructuring

guidance and counseling as a program delivered to all
students in contrast to an array of ancillary services
available to students. 2 1 0

Total: __________ (6 possible)

Notes:

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 Standard Three: Guiding Principles

Assumptions concerning the nature and structure of the districts

guidance and counseling program and the work of the program staff
have been identified.

Indicators:

1. Assumptions state the premises on which the program rests. 2 1 0

2. Assumptions identify the principles under which the program

staff work. 2 1 0

Total: __________ (4 possible)

Notes:

Standard Four: Advisory Committee

An advisory committee for the guidance and counseling program has

been established and is active.

Indicators:

1. The committee functions with a written plan of

operation. 3 2 1 0

2. The committee provides guidance and counseling in

program design, content, structure, and delivery. 3 2 1 0

3. The committee has appropriate representation of the

following: gender, business/industry, parents/guardians,
students, minorities, teachers, school administrators,
and community organizations and agencies. 3 2 1 0

Total: __________ (9 possible)

Notes:

96
Standard Five: Financial Resources

Adequate financial resources are provided for the guidance and

counseling program to fully ensure implementation.

Indicators:

1. Financial resources for the program are provided. 2 1 0

2. Funds are identified from internal and external sources. 2 1 0

3. Program staff annually develop a budget to ensure full

program implementation. 2 1 0

Total: __________ (6 possible)

Notes:

Standard Six: Facilities, Resources, and Equipment

Guidance and counseling program facilities, resources, and equipment

appropriate to carrying out the full intent of the districts program are
provided.

Indicators:

1. Appropriate space is provided in each building to

meet program needs. 3 2 1 0

2. The guidance facility includes the equipment

necessary for word processing, data management,
Internet access, and information/data transmission
necessary for program operation. 3 2 1 0

3. Facilities and equipment required for student, parent,

and staff use of education and career information is
available including print computer assisted delivery
systems, and Internet resources. 3 2 1 0

Total: __________ (9 possible)

Notes:

97
 Standard Seven: Professional Staff

Properly credentialed staff for the guidance and counseling program is

in place.

Indicators:

1. The districts guidance and counseling program is

directed by a fully credentialed school counselor. 3 2 1 0

2. All school counselors are certified by the state. 3 2 1 0

3. Job descriptions for school counselors are derived

directly from the school districts guidance and
counseling program. 3 2 1 0

4. The ratio of students to school counselors meets state

or professional association standards. 3 2 1 0

5. The program requires that school counselors virtually

eliminate all non-guidance and quasi-administrative
duties. 3 2 1 0

6. The program requires that a targeted amount of

counselor time (usually 70-80%) be devoted to direct
services to students. 3 2 1 0

7. Time allocations to individual planning, the guidance

curriculum, responsive services, and system support. 3 2 1 0

Total: __________ (21 possible)

Notes:

Standard Eight: Political and Legal Resources

The written district-wide guidance and counseling program and a policy

statement for guidance have been adopted by the Board of Education.

Indicators:

1. The program has been adopted as an official program

of the school. 2 1 0

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2. A policy statement for guidance has been developed and
is included in the districts policy book. 2 1 0

3. The policy statement reflects the nature, content, and

structure of the program. 2 1 0

Total: __________ (6 possible)

Notes:

Standard Nine: Management and Support

Management and support strategies are in place for maintaining and

enhancing the districts comprehensive guidance and counseling
program.

Indicators:

1. Research and development is provided so that

development and updating of guidance learning
activities, data analysis, and follow-up studies are
conducted. 3 2 1 0

2. The program has sufficient political and legal resources

that adheres to policies, procedures, association
standards, pertinent state and federal laws, state and
local Board of Education rules and regulations, and
professional association standards in the development
and implementation of its guidance and counseling
program. 3 2 1 0

3. Counselors and other guidance staff are continuously

updating their knowledge and skills in accordance with
their professional development plan. 3 2 1 0

4. The guidance program involves the implementation of a

marketing/public relations plan for the program.
Newsletters, working with local media, and school and
community presentations are examples of activities. 3 2 1 0

5. Counselors need to serve on developmental curriculum

committees and community committees or advisory
boards. This is an important component in forming
networks and building program support. 3 2 1 0

99
 6. Community outreach activities are included designed to
help professional guidance staff become knowledgeable
about community resources, employment opportunities,
and the local labor market. This may include visiting
local businesses/industries and social service agencies on
a periodic basis. 3 2 1 0

7. Guidance program management includes the planning

and management tasks needed to implement and
support program activities such as preparing budgets,
facilities design, and staffing. 3 2 1 0

8. Counselors participate in a fair-share way with the

routine running of the school. This means all members
of the school staff take equal turns doing to assure the
smooth operation of the school. 3 2 1 0

Total: __________ (24 possible)

Notes:

Standard Ten: Program Content

The comprehensive guidance and counseling program is based upon

specific student growth and development content.

Indicators:

1. The program content is organized by specific

domains of learning 5 4 3 2 1 0

2. The content is structured and articulated by

grade levels or grade level groupings scope
and sequence. 5 4 3 2 1 0

3. The content is delivered in stand along and/or

infused units in various subject matter 5 4 3 2 1 0

4. Student performance is based upon

demonstrated competency attainment. 5 4 3 2 1 0

Total: ________ (20 possible)

Notes:

100
Standard Eleven: Guidance Curriculum

A guidance and counseling program curriculum that specifies what

competencies all students should master has been developed and
implemented.

Indicators:

1. The curriculum was developed based on

current student needs. 4 3 2 1 0

2. Activities are delivered for all students through

classrooms, large and small groups, and school
and community events. 4 3 2 1 0

3. School counselors, teachers, parents, and employers

work collaboratively when appropriate in delivering
the program curriculum. 4 3 2 1 0

4. Guidance and counseling curriculum activities

support student individual planning emphasizing
the development and use of career decision-making,
goal setting, and planning skills. 4 3 2 1 0

5. Curriculum articulation exists between grade levels

and school buildings. 4 3 2 1 0

Total __________________ (20 possible)

Notes:

Standard Twelve: Individual Planning

All students, along with their parents/guardians, are provided

opportunities to develop, monitor, and manage their educational and
career plans.

Indicators:

1. Individual planning with the necessary forms

and procedures is in place for all students and
their parents/guardians. 5 4 3 2 1 0

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 2. Individual planning includes assessment,
advisement, and placement activities to meet
students developmental needs. 5 4 3 2 1 0

3. Activities are provided through individual and

group sessions designed to assist in making
education and employment transitions. 5 4 3 2 1 0

4. Individual plans are reviewed and updated

annually. 5 4 3 2 1 0

Total: __________ (20 possible)

Notes:

Standard Thirteen: Responsive Services

All students and their parents/guardians have access to responsive

services, including consultation and referral to assist them with
problems or concerns related to personal, social, and career
development

Indicators:

1. Individual and small group counseling is

available to all students. 5 4 3 2 1 0

2. Consultation occurs with teachers,

administrators, and parents/guardians
regarding individual students academic
progress, personal-social, and career concerns
and issues. 5 4 3 2 1 0

3. Referral to school (school counselors, school

psychologists, social workers, etc.) and
community professionals is provided. 5 4 3 2 1 0

Total: __________ (15 possible)

Notes:

102
Standard Fourteen: Student Assessment

The guidance and counseling program provides for academic, career,

and personal-social assessments.

Indicators:

1. Student assessment data are used for life career

planning by counselors. 4 3 2 1 0

2. Interest and aptitude assessments are used at

appropriate grade levels. 4 3 2 1 0

3. Professional personnel review implications and

issues embodied in assessment data. 4 3 2 1 0

Total: __________ (12 possible)

Notes:

Standard Fifteen: Personnel Evaluation

The district utilizes a personnel performance based supervision

evaluation system for school counselors and other profession guidance
and counseling program staff.

Indicators:

1. School counselors job descriptions are derived

directly from the tasks required to operate the
districts guidance and counseling program. 3 2 1 0

2. School counselors are supervised and evaluated

on the basis of their job description. 3 2 1 0

Total: __________ (6 possible)

Notes:

103
 Standard Sixteen: Program and Results Evaluation

The district-wide guidance and counseling program is assessed

periodically using program standards.

Indicators:

1. The program has established and utilizes a formal

program review process. 4 3 2 1 0

2. The review process is based on program standards

and indicators. 4 3 2 1 0

3. Procedures, forms, and instruments are utilized to

assess the results of the districts guidance and
counseling program. 4 3 2 1 0

4. Results evaluation data are used as a part of the

program review/improvement process. 4 3 2 1 0

Total: __________ (16 possible)

Notes:

104
 Appendix L
Involving Others
When implementing a comprehensive guidance and counseling program, it is
important to involve others as part of the process.

Involving Administrators

It is important that the administration be informed about the program and

approve and support the implementation plan. The administration should
make sure adequate time is provided for counselors to inform the school staff
about the counseling program.

In addition, the following kinds of administrative support are needed:

Commitment to Staff: Provide oral and written support of the guidance

and counseling program to all staff.
Time: Provide counselors time to implement the guidance and counseling
program. This may entail the elimination of non-guidance duties.
Facilities: Appropriate facilities should be available to implement the
comprehensive guidance and counseling program to accommodate
individual, small group, and classroom activities.
Budget: Provide a budget based on identified counseling needs that
allows for the purchase of resources and training to implement the
program.
Program Evaluation: Evaluate the comprehensive guidance and counseling
program.
Performance Evaluation: Periodically evaluate each counselor.

Involving Teachers

It is important that all teachers be informed about the program model. It is

also important for counselors and classroom teachers to work together to plan
the delivery of guidance activities. Because access to classroom time is often
difficult to obtain, counselors should work with classroom teachers to present
guidance activities within the various curriculum areas whenever possible. The
teacher should also help decide when these units will be presented on the
master calendar. The number of students served in a particular subject area
should also be considered.

Details of the actual implementation of the guidance activities will be

determined by the counselors and teachers involved. Whenever possible, the
teacher should be encouraged to be part of the presentation and evaluation of
the classroom guidance activity.

105
 The following are examples of ways to involve teachers:

Present the competencies to be addressed and help relate them to the

subject matter area.
Identify stated student needs as perceived by teachers and develop
learning activities and units to meet them.
Suggest that learning activities are available in particular subject areas, and
work with teachers to schedule them for classroom presentations.
Be visible and involved with teaching staff.
Recognize teacher participation in the guidance and counseling program.
Schedule classroom guidance activities in advance.
Share information about the program through calendars, newsletters, or by
e-mail.
Be as salesperson, any new program needs selling.

Involving Parents

Because parents are a childs first and most influential teacher, comprehensive
guidance and counseling programs need to actively reach out to parents and
involve them in meaningful ways. An understanding of the importance of
parental involvement can be addressed through communication from the
school.

Effective school guidance and counseling programs are sensitive to and respect
the concerns and differences in opinion some parents may express. If
problems or disagreements occur, it is often because parents have not been
adequately informed or involved in the planning or implementation of school
guidance and counseling programs.

An understanding of the needs assessment is basic to parental input in the

development of an effective program.

The following are ways to involve parents:

Involve parents as members of the advisory committee.

Include parents in the needs assessment process.
Attend parent-teacher meetings and provide an open dialog at parent-
teacher conferences.
Write articles for the school and local newspaper about the program
model and the local program.
Speak at the school open house.
Involve parents in the appropriate guidance activities.
Coordinate a parent-student career night.

106
 Involving Community and Business Resources

It is important to understand that not all learning occurs within the four walls
of the classroom. Many community persons possess knowledge and skills
which they would be happy to share with students. In developing
comprehensive guidance and counseling programs, ways should be sought to
bring the educational and business communities together in common activities.
Many career development activities can be facilitated by bringing community
people into the classroom, while others can best be achieved by taking the
students into the community.

Since institutions cannot provide all the services individuals need, students
should be aware of the various agencies which provide assistance. People
need to know the scope of these services and how one may access such
services.

Each guidance department should maintain a file of community resources for

student referral, assistance with classroom activities, additional information, or
other collaborative processes.

The following list is offered as suggested community resources:

Guest speaker file

Postsecondary technical institutes
Consultants
Law Enforcement agencies
Government agencies
Legal advisors
Medical and health services
Colleges and Universities
Media
Social Service agencies
Local business and industry contacts
Mental health providers
Service clubs and community organizations

107
108
 Appendix M
Glossary of Terms
Academic Preparation Courses representing state graduation or college
entrance requirements.

Advisory Council An advisory council is appointed to audit the guidance

program goals and to make recommendations to the department, the
administration and the school board regarding program priorities.
Representation of all elements of the school and community should be
includedcitizens groups, students, parents, teachers, administrators, business,
industry and local government.

All Students The term all students means both male and female students
from a broad range of backgrounds and circumstances, including disadvantaged
students, students with diverse racial, ethnic, or cultural backgrounds, students
with disabilities, students with limited-English proficiency, migrant children,
school dropouts, and academically talented students.

Articulation A process for coordinating the linking of two or more

educational systems within a community to help students make a smooth
transition from one level to another, without experiencing delays, duplication of
courses or loss of credit. Horizontal articulation generally refers to student
transfer of credit from one program to another with in one institution or from
one institution to another; vertical articulation refers to the transfer of credit
from a lower-level institution to a higher-level one. The term is used both in
higher education and in a secondary/postsecondary connection. The
secondary/postsecondary version describes a high school/a vocational technical
program/junior college connection; the higher education version of vertical
articulation describes a junior college/senior college connection.

Assessment, Skill The process of measuring performance against a set of

standards (through examination, practical test, performance observation and/or
the completion of portfolios of work and assignments.)

Assessment, Career The process of measuring vocational aptitude, career

interest and academic and vocational achievement. It may also include such
factors as work history, physical capacity, work values and temperament.
Career assessment may be accomplished through formal, standardized
instruments or through informal means such as interviews or observing work
samples.

Basic Skills Basic skills are essential academic and personal abilities that are
necessary for success in school and the workplace. Traditionally referred to as
the three Rsreading, writing, and arithmeticin recent times, the term has

109
 been expanded by both educators and employers to include a number of
cognitive and interpersonal abilities, including the capability to think and solve
problems, to communicate information in oral, written and electronic forms, to
work effectively alone and in teams, and to take responsibility for ones own
development.

Benchmarking Benchmarking is the continuous process of measuring

products, services, and practices against strong competitors or recognized
leaders. It is an on-going activity, intended to improve performance; it can be
applied to all facets of operations; it requires a measurement mechanism so that
the performance gap can be identified; and it focuses on comparing best
practices among enterprises that may or may not be alike.

Career A series of occupational/employment experiences throughout a

lifetime of work.

Career Awareness Career awareness activities generally take place at the

elementary level. They are designed to make students aware of the broad
range of careers and /or occupations in the world of work, including options
that may not be traditional for their gender, race or ethnicity. Career awareness
activities range from limited exposure to the world of work, through occasional
field trips and classroom speakers, to comprehensive exposure. The latter may
involve curriculum redesign, introduction of students to a wide span of career
options, and integration with activities at the middle school level.

Career Infusion Folding career concepts into academic curriculum.

Career Development Career development is the process through which an

individual comes to understand his or her place in the world of work. Students
develop and identify their careers through a continuum of career awareness,
career exploration, and work exposure activities that helps them to discern their
own career path. Career development encompasses an individuals education
and career related choices, and the outcome of those choices.

Career Exploration Career exploration generally takes place at the middle

school level and is designed to provide some in-depth exposure to career
options for students. Activities may include the study of career opportunities in
particular fields to identify potential careers, writing individual learning plans
that dovetail with career majors offered at the high school level, or review of
local labor market information.

Career Major/Pathway The term career major means a coherent sequence

of courses or field of study that prepares a student for a first job and that
integrates academic and occupational learning, integrates school-based and
work-based learning, and establishes linkages between secondary schools and
postsecondary institutions; prepares the student for employment in a broad
occupational cluster or industry sector; typically includes at least two years of

110
secondary education and at least one or two years of postsecondary education
and may lead to further education and training.

Certification The provision of a certificate or award to individuals, indicating

the attainment of skills or knowledge, usually as a result of a training system.

Competency The ability to perform the activities within an occupation to the

set standard. It may incorporate the ability to apply the relevant skills and
knowledge to new situations within the occupational areas, as well as generic
skills.

Conceptual Framework of Guidance and Counseling The conceptual

framework, or assumptions, provides a structure which delineates the specific
areas of guidance contributions, thereby providing a basis for the establishment
of goals and student competencies.

Curriculum An organized framework of teaching/learning activities,

experiences, assessment, design, and in come cases, materials, which leads to
achievement of a specified set of standards.

Curriculum Matrix A document used in curriculum alignment and

articulation. The matrix lists all skills and experiences found in the curriculum.
It makes the alignment visible by showing specifically where each skill and
experience are presented to learners and by whom.

Developmental Guidance Program Guidance activities, based on the

developmental age of the student, conducted on a regular and planned basis to
assist students in achieving specified competencies.

DOE Department of Education

Domain A field or area of activity or knowledge consisting of a set of

student standards.

Evaluation Interpretation of assessment data which includes a judgment

based on specified criteria.

Goals Goals are the extension of the mission statement and provide the
desired student results to be achieved by the time the student leaves the school
system.

Individual Planning Counselor directed activities designed to help students

plan, monitor, and manage their own learning as well as their personal and
career development.

111
 Integrated Curriculum Integrated curriculum is when academic and
occupational or career subject matter normally offered in separate courses
are taught in a manner that emphasizes relationships among the disciplines.
Integrated curriculum may take many forms, ranging from the simple interaction
of academics into traditional occupational courses to comprehensive programs
that organize all instruction around career major themes.

LEA Local Education Agency

Management System The management system addresses the allocation of

resources to best address the goals and needs of the program. Individual staff
responsibilities, accountability, and the cooperation among resource persons
responsible for program results are outlined.

Master Calendar A master calendar of guidance events is maintained by the

guidance events is maintained by the guidance staff and is distributed to
teachers, students, and parents on a regular basis. Planning, visibility, and
credibility are enhanced by effective use of a master calendar.

Mission Statement This is a statement which outlines the purpose or vision

of the guidance and counseling program. It is the long range desired outcome
for students. This statement must be compatible with the stated purpose or
mission of the school system within which the program operates.

Needs Assessment A measurement designed to determine the significance

and importance of what is desired in a program.

NOICC National Occupational Information Coordinating Committee

Nontraditional A reference to persons pursuing occupations not customary

for members of their gender, race, or other category. The term is also used to
refer to older students enrolled in educational programs.

Philosophy The philosophy is a set of principles which guide the

development, implementation and evaluation of the program.

Program A coherent sequence of instruction that is based upon a validated

set of competencies.

Responsive Services Activities which meet the immediate needs and

concerns of students.

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SCANS (Secretarys Commission on Achieving Necessary Skills) The
Secretarys Commission on Achieving Necessary Skills (SCANS) was convened
in February 1990 to examine the demands of the workplace and to determine
whether the current and future workforce is capable of meeting those demands.
The Commission was directed to: define the skills needed for employment;
propose acceptable levels in those skills, suggest effective ways to assess
proficiency; and develop a strategy to disseminate the findings to the nations
schools, businesses, and homes.

The Commission identified five competencies (i.e. skills necessary for

workplace success) and three foundations (i.e. skills and qualities that underlie
competencies.)

Competencies effective workers can productively use:

Resources allocating time, money, materials, space and staff
Interpersonal Skills working on teams, teaching others, serving
customers, leading, negotiating and working well with people from
culturally diverse backgrounds;
Information acquiring and evaluating data, organizing and
maintaining files, interpreting and communicating, and using
computers to process information;
Systems understanding social, organizational, and technological
systems, monitoring and correcting performance, and designing or
improving systems
Technology selecting equipment and tools, applying technology to
specific tasks, and maintaining and trouble-shooting technologies.

Foundations competence requires

Basic Skills reading, writing, arithmetic and mathematics, speaking,
and listening;
Thinking Skills thinking creatively, making decisions, solving
problems, seeing things in the minds eye, knowing how to learn, and
reasoning;
Personal Qualities individual responsibility, self-esteem, sociability,
self-management, and integrity

Scope and Sequence The range, logical order, and continuity of domains
within the student standards of the guidance and counseling program.

State Education Agency The officer or agency primarily responsible for the
state supervision of public elementary and secondary school. In many states, a
state board of education and/or chief state school officer supervises the
operation of public schools. State board members are typically appointed by
the governor or elected by partisan or non-partisan ballot. Chief state school
officers (sometimes called state superintendents) are typically appointed by the
state board, or elected by partisan or non-partisan ballot. A small number of
states either rely solely on there state board of education or chief state school
officer for educational governance.

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Department of Education and Cultural Affairs
Division of Workforce and Career Preparation
800 Governor's Drive
Pierre, SD 57501
605-773-7006