Professional Documents
Culture Documents
Comprehensive Guidance and Counseling Program Framework
Comprehensive Guidance and Counseling Program Framework
Comprehensive Guidance and Counseling Program Framework
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.
iii
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 also due to Andrea Meyer and Dr. Susan Nolan
who were instrumental in providing materials for this document.
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
Marsha Kucker
State Coordinator, Tech Prep/Career Guidance
South Dakota Department of Education and Cultural Affairs
v
vi
TABLE OF CONTENTS
Forward.............................................................................................................iii
Acknowledgments .............................................................................................v
Introduction .......................................................................................................1
Appendices
vii
Appendix D Program Staff.....................................................................45
viii
Introduction
Preparing Todays Students for Successful Futures
1
Guiding Principles for Guidance and Counseling Programs
2
framework also serves to assist with the development and implementation
of that program.
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.
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.
6
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.
7
is a comprehensive program designed to meet the
needs of all children, kindergarten through grade 12.
8
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.
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.
Adequate financial
resources are S
tandard ive: F Financial Resources
provided for the
guidance and counseling program to ensure full
implementation.
11
testing budget. Only those items that are relevant to the current guidance
and counseling program should be included.
12
In providing all of the above services, it is recommended that at a
minimum, the facility should include:
Properly
credentialed staff for Standard Seven: Professional Staff
the guidance and
counseling program is in place.
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.
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.
15
16
Section III
Implementation Framework
NOICC ASCA
Self Knowledge Personal/Social Development
Career Planning Career Development
Educational and Occupational Academic Development
Exploration
NOICC ASCA
Competencies Standards
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.
A guidance and
Standard Eleven: Guidance Curriculum counseling
program
curriculum that specifies what competencies all students
should achieve has been developed and implemented.
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.
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:
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.
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.
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.
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.
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.
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.
23
meeting of guidance staff, teachers, and administrators be held for the
purpose of coordinating the school systems total assessment process.
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.
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.
2. Once the program content has been implemented (or selected aspects
of it), to what extent are the program goals and student outcomes
attained?
Formative Evaluation
Indicators:
26
Goal 2: Engage in a formal planning process to establish the
structure of the program.
Indicators:
Indicators:
Indicators:
27
Goal 5: Implement summative evaluation design.
Indicators:
Summative Evaluation
Indicators:
Indicators:
28
Goal 3: Implement a guidance curriculum for students in the areas
of personal, academic, and career development.
Indicators:
Indicators:
Indicators:
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:
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.
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.
31
3. Develop the program mission statement and philosophy
Form Committees
Assess Needs
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.
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.
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
Are you willing to step outside the box and look at new things? Is
your program comprehensive and complete? What are other schools
doing?
33
4. Establish timelines/budget
Development
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.
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
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.
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
35
Program Evaluation
Documentation
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.
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.
39
Setting meeting dates and times and other organizational activities should
take place at the first meeting.
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:
Members should also be screened for their personal qualities. Some qualities
desirable in advisory council members include:
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.
Specifically, some of the most important activities advisory councils are called
upon to perform are as follows:
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.
TravelCost items in this category include meals, lodging, and mileage for
program staff.
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.).
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.
Individual Counseling
45
Small Group Counseling
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
Coordination
46
JOB DESCRIPTION
Primary Functions
Key Duties:
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.
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.
48
JOB DESCRIPTION
Primary Functions:
Key Duties:
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.
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.
50
JOB DESCRIPTION
Primary Functions:
Key Duties:
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.
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.
52
JOB DESCRIPTION
Primary Functions:
Key Duties:
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.
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.
Signature(s) Date
________________________________ ______________________________
________________________________ ______________________________
________________________________ ______________________________
55
Administrator and Counselor Statement of Support
School District:
Building:
Signature(s) Date
________________________________ ______________________________
________________________________ ______________________________
________________________________ ______________________________
56
National Career Development Guidelines
Competencies and Indicators
Elementary Level
SELF-KNOWLEDGE
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.
CAREER PLANNING
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.
59
National Career Development Guidelines
Competencies and Indicators
SELF-KNOWLEDGE
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.
CAREER PLANNING
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.
62
National Career Development Guidelines
Competencies and Indicators
SELF-KNOWLEDGE
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.
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
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
Career Planning
Understanding how to make decisions 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
Career Planning
Skills to make decisions 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
Career Planning
Skills to make decisions 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
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
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.
82
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
September
87
October
November
December
January
February
88
March
April
Career Fair
Attend school counselors state conference
Attend IEP meetings for annual review
Begin transition process for students
Prepare for graduation
May
Ongoing
89
90
Appendix J
Master Calendar
School Year: ________
For_____________________________ at_______________________________
Counselor Name School Site
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.
93
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?
94
Guidance and Counseling Program
Self Study
Indicators:
Notes:
Indicators:
Notes:
95
Standard Three: Guiding Principles
Indicators:
Notes:
Indicators:
Notes:
96
Standard Five: Financial Resources
Indicators:
Notes:
Indicators:
Notes:
97
Standard Seven: Professional Staff
Indicators:
Notes:
Indicators:
98
2. A policy statement for guidance has been developed and
is included in the districts policy book. 2 1 0
Notes:
Indicators:
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
Notes:
Indicators:
Notes:
100
Standard Eleven: Guidance Curriculum
Indicators:
Notes:
Indicators:
101
2. Individual planning includes assessment,
advisement, and placement activities to meet
students developmental needs. 5 4 3 2 1 0
Notes:
Indicators:
Notes:
102
Standard Fourteen: Student Assessment
Indicators:
Notes:
Indicators:
Notes:
103
Standard Sixteen: Program and Results Evaluation
Indicators:
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
Involving Teachers
105
The following are examples of ways to involve teachers:
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.
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.
107
108
Appendix M
Glossary of Terms
Academic Preparation Courses representing state graduation or college
entrance requirements.
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.
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.
110
secondary education and at least one or two years of postsecondary education
and may lead to further education and training.
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.
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.
112
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.
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.
113
114
Department of Education and Cultural Affairs
Division of Workforce and Career Preparation
800 Governor's Drive
Pierre, SD 57501
605-773-7006