Presentation on theme: "AN INTRODUCTION TO THE K-12 COMPREHENSIVE GUIDANCE PROGRAM (CGP)"— Presentation transcript:
1AN INTRODUCTION TO THE K-12 COMPREHENSIVE GUIDANCE PROGRAM (CGP) Presented by Miriam Fay
2MISSION 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.
3ALIGNMENT WITH CURRENT EDUCATIONAL INITIATIVES The Comprehensive Guidance Program supports the following initiatives:Missouri Comprehensive Guidance ProgramNational Model for School Guidance Counseling ProgramsASCA Developmental Guidance StandardsMSIPDistrict and local school improvement plansCharacter educationTitle IV - Safe and Orderly Schools and Substance Abuse PreventionSchool To WorkNational Occupational Information Coordinating Committee (NOICC)
5CORE PROGRAM COMPONENTS These components constitute the body of the school counselor's workSERVICE DELIVERY-1-GUIDANCECURRICULUM-3-RESPONSIVESERVICES-2-INDIVIDUALPLANNING-4-SYSTEMSUPPORT1
6PROGRAM 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)
7a) 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 skillsDifferentiating between appropriate and inappropriate behaviors in schoolUnderstanding the relationship of academics to life at the work place, at home, and in the communityDemonstrating decision-making and problem-solving skills
8b) 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 membersDescribing how skills learned in school are similar to those used in a jobRelating personal interests and preferences to broad occupational areasUnderstanding the relationship between personal qualities, education, and the world of workDescribing the nature and level of preparation and training required for a broad range of jobs.Describing sources for career and job information, andDemonstrating job search and employment preservation skills.
9c) 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 nonverballyUnderstanding and respecting the feelings and beliefs of self and othersDeveloping intercultural competence to live in a global societyAcquiring the knowledge and skills necessary for recognizing and resolving interpersonal conflictDescribing ways in which a cooperative group behavior increases successIdentifying a variety of strategies for reducing stressUnderstanding safety, survival, and other basic human needs.
10PROGRAM 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-evaluationEducational planningOccupational planningPlacement2
11PROGRAM COMPONENT No. 3: RESPONSIVE SERVICES Family IssuesRelationshipsDivorceDepressionSuicideAbuseStressTruancyMisbehaviorSocial-EmotionalDrug AbuseCopingDropout PreventionLossAcademic ConcernsReferralsIdentityResponsive 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 Counselor2
12PROGRAM 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 planOrganizational ca-lendars and newslettersTask and time analysisTeacher/administrator consultationCommittee serviceStaff and community relationsParent educationCommunity outreachResearch and developmentPublic relationsLegal and ethical issues
13COUNSELOR TIME ALLOCATION 10-15%5-10%35-45%Guidance CurriculumIndividual PlanningResponsive ServicesSystem Support30-40%Elementary School10-15%25-35%15-25%30-40%Middle /Jr. High School15-20%15-25%Source: Missouri Comprehensive Guidance Program, advocacy presented by the Missouri School Counselor25-35%25-35%High School
14SCHOOL 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.
15REQUIRED RESOURCES Human Facilities Political Financial Adapted from: Missouri Comprehensive Guidance Program, advocacy provided by the Missouri School Counselor
16RESEARCH 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).
17ASSUMPTIONS ABOUT THE MISSOURI COMPREHENSIVE GUIDANCE MODEL Guidance is an educational program, rather than clinical or agency-based assistanceThe main purpose of the CGP is to support students is making informed educational and occupational decisionsThe programmatic components constitute the counselor's professional practice, with no add-on dutiesThe CGP program is oriented to overall student development, rather than ad-hoc crisis managementGuidance 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
18COMPREHENSIVE GUIDANCE PROGRAM EVALUATION The program evaluation consists of data-driven accountability reports approached from three perspectives:Program evaluation Self-studyCounselor performance evaluation, andResults evaluationThe 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.
19OVERALL EVALUATION CRITERIA FOR THE COMPREHENSIVE GUIDANCE PROGRAM Guidance is funded and approached as an integral part of the total instructional programA written district-wide guidance plan aligned with the CSIP is implementedThe CGP identifies instructional competencies, learner objectives, and instructional activities and resources that address the needs of studentsAn 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 yearsIndividual educational planning is done in collaboration with parents/guardiansStudents 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 successSystem support provisions ensure full implementation and improvement of the program and tools for ongoing program audits and accountability reports.
20BIBLIOGRAPHYBurgess, 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 CounselingNational 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