AN INTRODUCTION TO THE K-12 COMPREHENSIVE GUIDANCE PROGRAM (CGP)

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AN INTRODUCTION TO THE K-12 COMPREHENSIVE
GUIDANCE PROGRAM (CGP)

• Presented by Miriam Fay

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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.

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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)

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NATIONAL MODEL FOR SCHOOL GUIDANCE PROGRAMS A
STRUCTURAL PARADIGM
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CORE PROGRAM COMPONENTS
These components constitute the body of the
school counselor's work
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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)
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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

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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.

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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.

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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

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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 _at_ http//schoolweb.missouri.
edu/Msca/
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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
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COUNSELOR TIME ALLOCATION
10-15
35-45
5-10
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 _at_ http//schoolweb.missouri.
edu/Msca/
25-35
25-35
High School
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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.
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REQUIRED RESOURCES
Human
Facilities
Political
Financial
Adapted from Missouri Comprehensive Guidance
Program, advocacy provided by the Missouri School
Counselor Association _at_ http//schoolweb.missouri.
edu/Msca/
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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).

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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 _at_ http//schoolweb.missouri.
edu/Msca/
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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.

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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.

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

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