1. AN INTRODUCTION TO THE K-12 COMPREHENSIVE GUIDANCE PROGRAM (CGP)
Presented by Miriam Fay

2. MISSION OF THE COMPREHENSIVE AND DEVELOPMENTAL GUIDANCE
To underscore the mission of the school district while providing the foundations to promote development, and enhance the personal, social, academic and career skills of all students.

3. ALIGNMENT WITH CURRENT EDUCATIONAL INITIATIVES
The Comprehensive Guidance Program supports the following initiatives:
Missouri Comprehensive Guidance Program
National Model for School Guidance Counseling Programs
ASCA Developmental Guidance Standards
MSIP
District and local school improvement plans
Character education
Title IV - Safe and Orderly Schools and Substance Abuse Prevention
School To Work
National Occupational Information Coordinating Committee (NOICC)

4. NATIONAL MODEL FOR SCHOOL GUIDANCE PROGRAMS: A STRUCTURAL PARADIGM
National Model for School Guidance Counseling Programs. © American School Counselors Association (ASCA)

5. CORE PROGRAM COMPONENTS
These components constitute the body of the school counselor's work
SERVICE DELIVERY
-1-
GUIDANCE
CURRICULUM
-3-
RESPONSIVE
SERVICES
-2-
INDIVIDUAL
PLANNING
-4-
SYSTEM
SUPPORT 1

6. PROGRAM COMPONENT No. 1: GUIDANCE CURRICULUM STRANDS
PURPOSE: To provide information and practical guidance toward development and application of the skills needed in everyday life.
Academic Development (Educational & vocational)
Career Development (Career Planning and Exploration)
Personal and Social Development (Knowledge of Self
& Others)
This instructional portion of the CGP follows the National Standards proposed by the American School Counselors Association. DESE's Missouri Center for Career Education is revamping the guidance curriculum standards. a) b) c)

7. a) ACADEMIC DEVELOPMENT CONTENT
Academic and educational development involve the acquisition of the attitudes, knowledge, and skills necessary for successful learning and motivation in school and across the lifespan is demonstrated by:
Appropriate listening skills
Differentiating between appropriate and inappropriate behaviors in school
Understanding the relationship of academics to life at the work place, at home, and in the community
Demonstrating decision-making and problem-solving skills

8. b) CAREER DEVELOPMENT CONTENT
Career development standards promote a successful transition from school to the world of work. Developmental benchmarks may include:
Describing work done by parents and community members
Describing how skills learned in school are similar to those used in a job
Relating personal interests and preferences to broad occupational areas
Understanding the relationship between personal qualities, education, and the world of work
Describing the nature and level of preparation and training required for a broad range of jobs.
Describing sources for career and job information, and
Demonstrating job search and employment preservation skills.

9. c) PERSONAL AND SOCIAL DEVELOPMENT CONTENT
Personal - social development aims to promote the acquisition of the attitudes, knowledge and skills that promote effective interpersonal skills. Among social-emotional benchmarks are:
Recognizing and expressing feelings verbally and nonverbally
Understanding and respecting the feelings and beliefs of self and others
Developing intercultural competence to live in a global society
Acquiring the knowledge and skills necessary for recognizing and resolving interpersonal conflict
Describing ways in which a cooperative group behavior increases success
Identifying a variety of strategies for reducing stress
Understanding safety, survival, and other basic human needs.

10. PROGRAM COMPONENT No. 2: INDIVIDUAL PLANNING
PURPOSE: To assist students in understanding and monitoring their own personal growth and occupational planning towards life satisfaction. This is the "traditional guidance" portion of the program. Areas addressed include:
Student appraisal-evaluation
Educational planning
Occupational planning
Placement 2

11. PROGRAM COMPONENT No. 3: RESPONSIVE SERVICES
Family Issues
Relationships
Divorce
Depression
Suicide
Abuse
Stress
Truancy
Misbehavior
Social-Emotional
Drug Abuse
Coping
Dropout Prevention
Loss
Academic Concerns
Referrals
Identity
Responsive services are instructional and therapeutic in essence, geared toward prevention or intervention. These services aim to address immediate concerns of the students that may hinder their education.
Source: Missouri Comprehensive Guidance Program, advocacy presented by the Missouri School Counselor 2

12. PROGRAM COMPONENT No. 4: GUIDANCE SYSTEM SUPPORT
PURPOSE: To provide tools for management, service delivery, accountability, evaluation, and improvement of the guidance program. Addressed areas may include:
Guidance program development and management plan
Organizational ca-lendars and newsletters
Task and time analysis
Teacher/administrator consultation
Committee service
Staff and community relations
Parent education
Community outreach
Research and development
Public relations
Legal and ethical issues

13. COUNSELOR TIME ALLOCATION
10-15%
5-10%
35-45%
Guidance Curriculum
Individual Planning
Responsive Services
System Support
30-40%
Elementary School
10-15%
25-35%
15-25%
30-40%
Middle /Jr. High School
15-20%
15-25%
Source: Missouri Comprehensive Guidance Program, advocacy presented by the Missouri School Counselor
25-35%
25-35%
High School

14. SCHOOL COUNSELOR'S ROLE: WHAT DOES THE SCHOOL COUNSELOR DO?
1. Guidance Curriculum is the instructional portion of the CGP. The school counselor researches and plans resources, follows the scope and sequence of activity guides, and implements the curriculum through classroom presentations or collaboration.
2. Individual Planning is the educational and occupational guidance, implemented by student self- appraisal, goal-setting, placement, and/or consultation with students' teachers, advisors, and guardians. This service formally starts in 8th grade and increases in emphasis to 12th gr.
3. Responsive Services constitute the mental health provision of the program, done by individual or small group interventions, crises interven-tions, conflict resolution, referrals, and agency services.
4. System support entails the management tools involving design and implementation, documentation, professional development, evaluation and accountability, and observance of professional/ethical standards.

15. REQUIRED RESOURCES Human Facilities Political Financial
Adapted from: Missouri Comprehensive Guidance Program, advocacy provided by the Missouri School Counselor

16. RESEARCH BASED RESULTS OF THE CGP IMPACT ON STUDENT SUCCESS
Students earn higher grades (Lappan, Gysbers, and Sun, 1997)
Their education better prepares them for the future (Lappan, Gysbers, and Sun, 1997)
Their schools have an inclusive and positive climate (Lappan, Gysbers, and Petroski, 2001)
They have positive relationships with teachers (Lappan, Gysbers, and Sun, 1997)
Students feel safer in school (Lappan, Gysbers, and Petroski, 2001)
Counselors spend more time with students, parents, and teachers (Lappan, Gysbers, and Blair, 1999).

17. ASSUMPTIONS ABOUT THE MISSOURI COMPREHENSIVE GUIDANCE MODEL
Guidance is an educational program, rather than clinical or agency-based assistance
The main purpose of the CGP is to support students is making informed educational and occupational decisions
The programmatic components constitute the counselor's professional practice, with no add-on duties
The CGP program is oriented to overall student development, rather than ad-hoc crisis management
Guidance standards are developmental, comprehensive, and systematic.
Guidance services delivery constitutes a team effort.
Sources:  Missouri Comprehensive Guidance Program: A Manual for Program Development, Implementation, Evaluation, and Enhancement, and  Advocacy provided by the Missouri School Counselor

18. COMPREHENSIVE GUIDANCE PROGRAM EVALUATION
The program evaluation consists of data-driven accountability reports approached from three perspectives:
Program evaluation  Self-study
Counselor performance evaluation, and
Results evaluation
The program evaluation is based on national and state standards. In Missouri, a guidance program evaluation is conducted as part of the third cycle of the Missouri School Improvement Program effective July 1, 2001.

19. OVERALL EVALUATION CRITERIA FOR THE COMPREHENSIVE GUIDANCE PROGRAM
Guidance is funded and approached as an integral part of the total instructional program
A written district-wide guidance plan aligned with the CSIP is implemented
The CGP identifies instructional competencies, learner objectives, and instructional activities and resources that address the needs of students
An individual planning system assists students as they develop educational and career plans. This planning is initiated no later than 8th grade and includes: a) assessment activities, b) advisement activities, c) identification of long and short range educational and occupational goals. However, self and career awareness activities start in the elementary years
Individual educational planning is done in collaboration with parents/guardians
Students have access to responsive services that assist them in addressing issues and concerns that may affect their personal, social, educational, vocational, and career development and success
System support provisions ensure full implementation and improvement of the program and tools for ongoing program audits and accountability reports.

20. BIBLIOGRAPHY
Burgess, D.G. & Dedmond, R. (1994). Quality leadership and the professional school counselor. Alexandria, VA: American School Counselor Association.
Dahir, Carol. (1997). ASCA Publishes national standards for school guidance counseling programs. The ASCA Counselor, 33(1), 1,7.
Dinkmeyer, Don, Sr., McKay, Gary D. & Dinkmeyer, Jr., Don. (1997). The parent's handbook. Circle Diner, Minnesota: American Guidance Service, Inc.
Gysbers, N. C., & Henderson, P. (2000). Developing and managing your school guidance program (3rd ed.). Alexandria, VA: American Counseling Association.
Myrick, Robert D. (1993). Developmental guidance and counseling: A practical approach (2nd ed.). Minnesota: Educational Media Corporation.
National Model for School Counseling
National Standards for School Counseling Program. (1997). Professional school counseling resource kit.
Missouri Center for Career curr/cmd/guidanceplacementG/mcgp.html and org/CDs/Missouri_Comprehensive_Guidance/SectionIII.doc

21. COMMENTS?
QUESTIONS?
Thank you