Comprehensive_Developmental_Guidance_and.pdf - The South Carolina Comprehensive Developmental Guidance and Counseling Program Model A Guide for South

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Unformatted text preview: The South Carolina Comprehensive Developmental Guidance and Counseling Program Model A Guide for South Carolina School Counseling Programs Prekindergarten through Grade Twelve South Carolina Department of Education Guidance and Counseling Learning to Live Learning to Learn Learning to Work Guidance Curriculum | Individual Planning | Responsive Services | System Support S G Gui The South Carolina Comprehensive Developmental Guidance and Counseling Program Model A Guide for School Counseling Programs, Prekindergarten through Grade Twelve Developed by the South Carolina Guidance and Counseling Writing Team October 1999 Revised February 2008 Jim Rex State Superintendent of Education South Carolina Department of Education Columbia, South Carolina 1 For further information on the Comprehensive Developmental Guidance and Counseling Program Model, you may contact the Office of Youth Services at the South Carolina Department of Education. The South Carolina Department of Education does not discriminate on the basis of race, color, national origin, sex, or disability in admission to, treatment in, or employment in its programs and activities. Inquiries regarding the nondiscrimination policies should be made to the director of the Office of Human Resources, 1429 Senate Street, Columbia, SC 29201, 803-734-8505. ii Contents FOREWORD ..............................................................................................................................................................V ACKNOWLEDGMENTS........................................................................................................................................ VI SECTION I INTRODUCTION TO THE GUIDANCE AND COUNSELING PROGRAM MODEL ...............1 RESEARCH SOURCES ................................................................................................................................................1 PROGRAM SCOPE AND DESIGN ................................................................................................................................2 PROGRAM BENEFITS ................................................................................................................................................5 PROGRAM STANDARDS ............................................................................................................................................6 SECTION II OVERVIEW OF THE COMPREHENSIVE DEVELOPMENTAL GUIDANCE AND COUNSELING MODEL ..........................................................................................................................................10 GUIDANCE CURRICULUM .......................................................................................................................................10 INDIVIDUAL PLANNING ..........................................................................................................................................10 RESPONSIVE SERVICES...........................................................................................................................................11 SYSTEM SUPPORT ...................................................................................................................................................12 SECTION III ROLES AND RESPONSIBILITIES OF SCHOOL COUNSELORS............................................16 ROLE OF THE COUNSELOR IN THE SCHOOL'S GUIDANCE AND COUNSELING PROGRAM .....................................18 JOB RESPONSIBILITIES OF SCHOOL COUNSELORS ...............................................................................................19 Elementary School Counselors ..........................................................................................................................21 Middle School Counselors .................................................................................................................................24 High School Counselors.....................................................................................................................................27 ROLE OF THE COUNSELOR IN PARENT EDUCATION ..............................................................................................29 ROLE OF THE COUNSELOR IN WORKING WITH STUDENTS WITH DISABILITIES ...................................................30 ROLE OF THE COUNSELOR IN STUDENT DISCIPLINE .............................................................................................30 ROLE OF THE COUNSELOR IN THE IMPLEMENTATION OF THE EDUCATION AND ECONOMIC DEVELOPMENT ACT ...............................................................................................................................................31 SECTION IV GUIDANCE CURRICULUM STANDARDS FOR STUDENT DEVELOPMENT....................37 STUDENT STANDARDS BY STUDENT DEVELOPMENT AREAS ................................................................................37 Learning To Live (Personal/Social Development).............................................................................................37 Learning To Learn (Academic Development) ....................................................................................................37 Learning To Work (Career Development).........................................................................................................37 STUDENT STANDARDS AND COMPETENCY INDICATORS .......................................................................................40 Grades Prekindergarten through Grade Two......................................................................................................40 Grades Three through Five.................................................................................................................................42 Grades Six through Eight ...................................................................................................................................44 Grades Nine through Twelve .............................................................................................................................47 SECTION V SCHOOL GUIDANCE AND COUNSELING PROGRAM ACCOUNTABILITY......................50 RATIONALE ............................................................................................................................................................50 GUIDELINES ............................................................................................................................................................50 SAMPLE TEMPLATE ...............................................................................................................................................51 SAMPLE NEEDS ASSESSMENTS ..............................................................................................................................55 Elementary School .............................................................................................................................................55 Middle School....................................................................................................................................................68 High School .......................................................................................................................................................83 SECTION VI GUIDELINES FOR EVALUATING A COMPREHENSIVE DEVELOPMENTAL GUIDANCE AND COUNSELING PROGRAM ....................................................................................................93 PROGRAM DEVELOPMENT CYCLE ........................................................................................................................94 Organizing..........................................................................................................................................................95 Planning .............................................................................................................................................................96 Designing ...........................................................................................................................................................97 Implementing ...................................................................................................................................................100 Evaluating ........................................................................................................................................................101 iii SAMPLE PROGRAM ASSESSMENT FORM ....................................................................................................108 SECTION VII ADEPT GUIDANCE AND COUNSELING PERSONNEL ASSESSMENT ...........................114 ADEPT FOR SCHOOL GUIDANCE COUNSELORS: EVIDENCE DOCUMENTATION ..............................................114 ADEPT FOR SCHOOL GUIDANCE COUNSELORS: INTERVIEW FORM ................................................................122 REFLECTION ON GUIDANCE SESSION ..................................................................................................................126 CONSULTATION SURVEY......................................................................................................................................127 SCHOOL GUIDANCE COUNSELOR: CONSULTATION SUMMARY REPORT ...........................................................128 SCHOOL GUIDANCE COUNSELOR: PROFESSIONAL PERFORMANCE DESCRIPTION ...........................................129 SCHOOL GUIDANCE COUNSELOR: PROFESSIONAL SELF-REPORT ....................................................................130 ADEPT FOR SCHOOL GUIDANCE COUNSELORS: EVALUATION SUMMARY ......................................................130 GUIDANCE AND COUNSELING PROGRAM LONG-RANGE PLAN ..........................................................................132 APPENDIX A AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) NATIONAL MODEL GRAPHIC ................................................................................................................................................................135 APPENDIX B APPROPRIATE AND INAPPROPRIATE SCHOOL COUNSELING PROGRAM ACTIVITIES............................................................................................................................................................136 APPENDIX C ASCA ETHICAL STANDARDS FOR SCHOOL COUNSELORS...........................................138 APPENDIX D ASCA NATIONAL STANDARDS FOR STUDENTS (COMPETENCIES AND INDICATORS) ........................................................................................................................................................146 APPENDIX E ASCA NATIONAL STANDARDS FOR STUDENTS: DEVELOPMENTAL CROSSWALKING TOOLS ...................................................................................................................................151 ASCA SAMPLE FORM 1 .......................................................................................................................................151 ASCA SAMPLE FORM 2 .......................................................................................................................................156 iv Foreword School counselors have a tremendous responsibility in addressing the personal/social, academic, and career needs of every South Carolina student in prekindergarten through grade twelve. As student advocates, counselors provide support and foster student development as our children learn to live, learn to learn, and learn to work. A comprehensive guidance and counseling program model establishes the guidelines necessary to ensure a consistent framework that addresses the developmental needs of students. Rather than operating with “random acts of guidance,” the framework defines standards and competencies necessary for counselors to deliver a comprehensive guidance and counseling program to all students. Since 1999, school counselors in South Carolina have been guided by a well-developed program model, written by a statewide counselor committee and endorsed by the State Board of Education. Exciting changes have occurred with the passing of the 2005 Education and Economic Development Act (EEDA) that focuses significant attention as well as increased responsibilities on school counselors. Section 59-59-40 of the EEDA requires school districts to use and follow the state’s comprehensive guidance and counseling program in their districts as a model for assistance with the planning, development, implementation, and assessment of their guidance and counseling program. I am grateful to the committed group of school counselors and counselor educators who have revised the 1999 version of the South Carolina Comprehensive Developmental Guidance and Counseling Program Model. They have edited sections of the program model that will provide the most up-to-date information to guide districts in program implementation. Of special significance is the inclusion of an accountability model featuring data-driven results that center on the academic success of students. Required by legislation and created by school counselors, this state comprehensive guidance and counseling program model will influence school districts as they address the personal/social, academic, and career developmental needs of our fine students. South Carolina is indeed fortunate to have a valuable comprehensive guidance model, and we are proud to share it with you. Jim Rex State Superintendent of Education v Acknowledgments Guidance and Counseling Program Model Writing Team The South Carolina Department of Education wishes to express its sincere gratitude to the individuals and organizations who have contributed to the creation of the state’s Comprehensive Developmental Guidance and Counseling Program Model. The agency is grateful not only to the members of the 1999 writing team and the 2008 revisions team but also to the many school counselors and counselor educators worldwide who have laid the groundwork for the state’s adoption of universally accepted counselor-related concepts, terms, and frameworks as the basis for our program model. The following school counselors, counselor educators, and district guidance coordinators are recognized here for their work in having developed and written the Program Model in 1999: Candice Bates, facilitator Charleston County School District Dr. Ron Miles Richland School District One Gail Abernethy Mt. Gallant Elementary School Rock Hill School District Three Dr. Charlotte Murrow-Taylor Clemson University Janet Plaxico Floyd D. Johnson Technical Center York School District One Arlonial Bradford-Jackson Newberry Learning Center Newberry County School District Kaye Rawl Central Midlands Tech Prep Consortium Geraldine Brantley Aiken Technical College Gail Redford Office of Exceptional Children State Department of Education Billie Beachum Condor Elementary School Richland School District Two Barbara Robertson Marlboro County High School Marlboro County School District Dena Creel Lexington High School Lexington School District One Dr. Joe Rotter University of South Carolina, Columbia Karen Culbertson Ravenel Elementary School Oconee County School District Sylvia Scott Lee County School District Tim Hulsebus Aiken Middle School Aiken County School District Willie M. Shaw Darlington High School Darlington County School District Joy Hume Alice Birney Middle School Charleston County School District Helen Short Laurens County School District Brenda Story Spartanburg School District Seven Dr. Betty Jankoski Hilton Head Elementary School Beaufort County School District Maxine Tyler Crayton Middle School Richland School District One Betty Kendrick Dorman High School Spartanburg School District Six Ann White Lexington High School Lexington School District One Teresea Mathis, parent Richland County Schools vi In addition, this program model for school guidance and counseling programs for South Carolina would not have been possible without the assistance of the following individuals in 1999: Dr. Russ Bedenbaugh Director, Office of Professional Development State Department of Education Calvin “Chip” Jackson Director, Office of Safe Schools and Youth Services State Department of Education Carolyn Donges Office of Safe Schools and Youth Services State Department of Education Barbara Perry Administrative Assistant (retired) Erin Hardwick Erin Hardwick and Associates 2007–08 Guidance Program Revisions Committee Committee Consultant Dr. Ronald D. Miles South Carolina Department of Education Dr. Ray Davis (Career Guidance) Ann White (Comprehensive Guidance) Elementary School, Kindergarten through Grade Two Gwen Sitsch (School District Five of Richland and Lexington Counties) Dr. Mary Thomas (Darlington County School District) Elementary School, Grades Three through Five Branda Cantey-Clark (Clarendon School District Two) Donna Forrest Strom (Edgefield County School District) Middle School, Grades Six through Eight Mary Dixon (Richland School District Two) Margie Sartori (Richland School District One) High School, Grades Nine through Twelve Jackie Hoagland (Horry County School District) Donna Moultrie (Kershaw County School District) District Guidance Administrators Sheron Lee (Anderson School District Five) Carolyn Price (Berkeley County School District) South Carolina School Counselor Association Jennie Yon, SCSCA President (Abbeville County School District) Education and Economic Development Act Guidance Committee Liaison Betty Kendrick (Lexington School District One) Counselor Education Dr. Charlotte Redden-Hamilton (South Carolina State University) Education and Business Alliances Linda Sheffield (Piedmont Education and Business Alliance) vii SECTION I Introduction to the Guidance and Counseling Program Model Research Sources The South Carolina Guidance and Counseling Program Model draws extensively from the published works of Dr. Norman Gysbers, whose pioneering research and publications have provided the essential guidelines and standards for school counselor programs and the development of state and national program models now in use across the United States. A number of his documents are central to South Carolina’s program model: Gysbers, Norman C. 1990. Comprehensive Guidance Programs That Work. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse. Gysbers, Norman C., and Patricia Henderson. 1994. Developing and Managing Your School Guidance Program. 2nd ed. Alexandria, VA: American School Counseling Association. Gysbers, Norman C., and Patricia Henderson. 2000. Developing and Managing Your School Guidance Program. 3rd ed. Alexandria, VA: American Counseling Association. Gysbers, Norman. C., and Earl J. Moore. 1981. Improving Guidance Programs. Englewood Cliffs, NJ: Prentice-Hall. Gysbers, Norman C., et al. 1992. “Improving School Guidance Programs: A Framework for Program, Personnel, and Results Evaluation.” Journal of Counseling and Development 70, no. 5:565–70. In addition, The South Carolina Guidance and Counseling Program Model draws upon the National Occupational Information Coordinating Committee’s 1989 publication The National Career Development Guidelines as well as the guidance and counseling program model documents of a number of states: Alabama, Connecticut, Georgia, Idaho, Iowa, Missouri, North Carolina, Rhode Island, Texas, Utah, and West Virginia whose documents were of special benefit to the writing teams. The following publications were also utilized: Campbell, Chari, and Carol Dahir. 1997. Sharing the Vision: The National Standards for School Counseling Programs. Alexandria, VA: American School Counselor Association Press. Stone, Carolyn, and Carol Dahir. 2004. School Counselor Accountability: A Measure of Student Success. Upper Saddle River, NJ: Pearson Education. The South Carolina Guidance and Counseling Program Model is further undergirded by the research and writing ...
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