The guidance curriculum consists of structured developmental
experiences presented systematically through classroom and group
activities in kindergarten through grade twelve. The purpose of the
guidance curriculum is to facilitate students normal growth and
development, promote academic achievement and positive mental health,
and assist students in acquiring and using life career skills
Individual planning activities help all students to plan, mentor,
and manage their own learning, as well as their personal and career
development. Within this component, students evaluate their
educational, occupational, and personal goals and develop individual
education/career plans no later than the eight grade in collaboration
with parents/guardians. Activities in this component are counselor
planned and directed. These activities are generally delivered on an
individual basis or by working with individuals in small groups.
Focus is on individual and personalized planning by each student.
Individual planning is implemented through such strategies as:
- Individual appraisal: School Counselors work with students
analyzing and evaluating students' abilities, interests, skills, and
achievement. Test information and other evaluation data form a
basis for developing short-term and long-term plans with students.
Assessments: School counselors wok with students to use
personal-social, educational, and occupational goals. The involvement
of students, parents, and school in planning a program that meets
individual needs of student is critical.
- Placement: School
counselors assist students in making the transition from school to
school, school to work, or school to additional education and
Response services are activities that meet immediate needs and
concerns of students. These needs or concerns may require
counseling, consultation, referral, or information. Responsive
services are available to all students and are often student, parent,
or teacher initiated. While counselors have special training and
skills to respond to these needs and concerns, the cooperation and
support of the entire faculty are necessary for successful
implementation of the component. Responsive services are delivered
through these strategies:
- Consultation: Counselor consult with parents, teachers,
administrators, and community agencies regarding strategies to help
- Personal Counseling: Counseling is provided on a
small group or individual basis for students expressing difficulties
dealing with relationships, personal concerns, or normal
developmental tasks. Personal counseling assists students in
identifying problems, causes, alternatives, and possible
consequences so that appropriate action is taken.
Counseling: Counseling and support are provided to support and their
families focusing emergency situations. Such counseling is
nominally short-term and temporary in nature. When necessary,
appropriate referral sources are used.
- Referral: Counselors are
familiar with school and community referral sources to deal with
crisis such as suicide, violence, abuse, and terminal illness. There
referral sources may include mental health agencies, employment and
training programs, vocational rehabilitation, juvenile services,
and/or social services.
Crisis response and management, confidentiality, reporting suspected child abuse, referral list and guidelines.
System support consists of management activities that establish,
maintain, and enhance the total guidance program. This component is
implemented and carried out through activities in the following
- Program management, fair share responsibilities
- professional development, staff and community relations, consultations with teachers
- advisory councils, community outreach, research and development, developing activities
- accountability, and
- log activities.