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

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.

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)

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

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

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)

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

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.

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.

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

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 Association @ http://schoolweb.missouri.edu/Msca/ 2

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

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 Association @ http://schoolweb.missouri.edu/Msca/ 25-35% 25-35% High School

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.

REQUIRED RESOURCES Human Facilities Political Financial Adapted from: Missouri Comprehensive Guidance Program, advocacy provided by the Missouri School Counselor Association @ http://schoolweb.missouri.edu/Msca/

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).

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 Association @ http://schoolweb.missouri.edu/Msca/

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.

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.

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 Programs @ www.schoolcounselor.org National Standards for School Counseling Program. (1997). Professional school counseling resource kit. Missouri Center for Career Education @ http://missouricareereducation.org/ curr/cmd/guidanceplacementG/mcgp.html and http://missouricareereducation. org/CDs/Missouri_Comprehensive_Guidance/SectionIII.doc

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