FL School Counseling Framework
FL School Counseling Framework
CD924
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Floridas School
Counseling and
Guidance
Framework:
Acknowledgements
Many individuals contributed valuable input in the formulation of the positions and ideas
set forth in this document. In particular, appreciation is extended to members of the
Student Development Steering Committee for their vision and contribution to revising
Floridas Framework for Counseling and Guidance Programs. Many hours were spent
discussing how to improve school counseling programs and defining the role of the school
counselor. This document was first published in 1995 with the principal authors, F. Donald
Kelly, Florida State University; Gary W. Peterson, Florida State University; and Robert
D. Myrick, University of Florida. The revision was completed through the Division of
Workforce Development, Department of Education with direct input and writing from the
Student Development Steering Committee. Thanks to Peggy Land for writing the poem
for the guidance plan.
Steering Committee:
Zelda Rogers, Helen Connell,
Rich Downs
Department of Education
Sally Myers
Miami/Dade County School District
Robert D. Myrick
University of Florida
Bobbi Nute
Leon County School District
Sue Hofstrand
T. Dewitt Taylor Middle High School,
Volusia County
Cathy Rapp
Pasco County School District
Phyllis Ingram
St. Johns County School District
Madelyn Isaacs
Florida Gulf Coast University
F. Donald Kelly
Gary Peterson
Florida State University
Rose Raska
Janet Riley
Hillsborough County
Teresa Snyder
Deltona High School, Volusia County
Florida Department of
Education Staff:
Janet Adams, Peggy Land,
Jane Silveria
Division of Workforce
Development
Myrna Thomas
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Foreword
Floridas Framework for Counseling and Guidance Programs is a work in progress in that it
represents the continuing development of school counseling programs for K-12 schools.
When first developed in 1995, this document represented a departure from prior guidance program models to a model that stressed a student curriculum based on four content
areas. It incorporated school-to-work concepts, served all students, and provided a set
of strategies to develop, implement, and evaluate comprehensive student development
programs. The National Career Development Guidelines (National Occupational Information Coordinating Committee) helped to shape the career development standards and
competencies. These guidelines have been used in Florida since 1987 when the Blueprint
for Career Preparation was first implemented.
This document provides a revised structure that is intended to be more accessible for
counselors and administrators who are seeking to develop or revise their district and
student development programs. Since the original writing, the American School Counseling Association has promulgated national school counseling standards and has recast the
role of the school counselor in terms of these curriculum standards and the skills and
competencies counselors need to successfully implement the curriculum. In addition, the
National Consortium for State Guidance Leadership has developed the National Framework
for State Programs of Guidance and Counseling. The framework includes standards for the
structure and delivery of a comprehensive counseling and guidance program.
As a transitional document, one that continues to bring the most contemporary practices
and perspectives to practicing school counselors, the review and revision team felt it
important to use consistent and updated language to describe the program and its major
constituents. The terms being used, and the educational context, in which they are
used, reflect national, regional, state and professional organizational thinking. A carefully
crafted mission statement reflects contemporary thinking about school counselors, their
obligations to ALL students, their increasing responsibilities to be student advocates, and
their accountability to enhancing student learning.
Preferred terms include school counselor instead of guidance counselor as the certified
professional who uses counseling, coordinating, consulting and curriculum developing
and delivery skills to implement programs based on the content standards of academic
achievement, career development, personal/social development, and community involvement. The program that defines the activities and program evaluation methods is called a
comprehensive student development program. The curriculum frameworks are those for a
counseling and guidance program. The term guidance is preserved as part of the program
to help identify the transition from a guidance model to a student development/school
counseling program model.
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Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter One - Counseling and Guidance Impact on Student Achievement . . . . . . . . . . . . 3
Chapter Two - Counseling and Guidance Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Rationale and Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Advisory Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Program Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Program Management and Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Counseling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Consultation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Accountability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Chapter Three - Scope and Sequence Counseling and Guidance Program . . . . . . . . . . . 25
Chapter Four - Students with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chapter Five - Developing Your Counseling and Guidance Program . . . . . . . . . . . . . . . 51
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A - References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
B - Program Standards Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
C - Formative Evaluation Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
D - Leon County Schools Functions and Responsibilities Middle School Counselor 63
E - Aligning Student Services with Floridas Eight Education Goals . . . . . . . . . . . . . 65
F - Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
G - Special Needs Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
H - Counselor Certification. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
I - Parent Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
J - Student Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
K - Staff/Teacher Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
L - Counseling and Guidance Program Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Introduction
Counseling
and guidance
programs
promote student
success through
a focus on
academic
achievement,
prevention and
intervention
activities,
advocacy and
social/personal/
emotional and
career
development.
Chapter 1
Model Components
C
a
Li re
fe er
G an
oa d
ls
Self-Efficacy
as a Learner
Readiness
to Learn
Student
Learning in the
Curriculum
Normative
Measures of
Student
Achievement
Outcomes
of Educational
Programs
/
ic
m g
de in
c a rn s
A ea kill
L S
Classroom
Social Skills
Readiness to learn
Not all students come to school prepared to
take advantage of the opportunities to learn
from typical classroom learning environments. Some lack important skills, knowledge, and attitudes that interfere with their
capacity to reach their full learning potential. The SKAs that fall under the purview
of a comprehensive school counseling program include self-efficacy as a learner,
career and life goals, academic learning
skills, and classroom social skills.
Self-efficacy This characteristic alludes
to ones self-confidence as a learner. High
achieving individuals believe that they
can master the material presented to them
in the classroom through their own personal efforts. They accept responsibility
for their own learning and do not blame
the development of skills in time management, review and editing, as well as in test
taking.
Achievement
loridas School Counseling and Guidance Framework provides the structure and content for a comprehensive
student development program. The program standards focus on issues at the school
and district level that relate to the design
and delivery of the program. Each district
must translate these standards into a format
and system that is consistent with their
local policies and practices. The structural
framework:
Standards one through five represent structural elements needed for a student development program. The next four standards
define the counselor role and the program
delivery components. The remaining standard outlines accountability measures for
personnel and program.
Chapter 2
Program Standards
1. Mission Statement A mission statement for
the student development program has been
developed.
2. Rationale/Philosophy A rationale/philosophy
for the student development program has been
developed.
3. Advisory Committee An advisory committee
for the student development program has been
established and is active.
4. Program Resources Staff, financial resources,
and political resources appropriate to carrying
out the full intent of the student development
program are provided.
5. Program Management and Support
Management and support strategies are in place
for maintaining and enhancing the comprehensive
student development program.
6. Counseling All students and their parents/
Example Statements
Pasco County Schools
Philosophy Statement
The Pasco County School Board District adheres to the belief that the guidance
program is an essential and integral part of the overall education process. The
comprehensive program is built on the assumption that certain educational,
career, and personal objectives are attainable when guidance for all students
is provided. This implementation acknowledges that guidance is no longer
a service to be offered by one person, but a program coordinated with other
educators incorporating a comprehensive curricula. Growth and learning are
developmental; therefore, guidance must be developmental and sequential.
Rationale Statement
The Pasco Developmental Guidance Program, when fully implemented, will
provide:
1. A guidance program that reaches the needs of one hundred percent of the
student population.
2. A programmatic approach to guidance services/programs.
3. Accountability for guidance programs.
4. Counselors who devote full time to the programs implementation and who
work toward the elimination of non-guidance tasks.
5. Identification and achievement of student competencies and outcomes through
the guidance program.
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- A decision-making process
- Voting procedures
- Conflict-resolution strategies
- Meeting procedures
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FINANCIAL RESOURCES
STAFF
BUDGET
12
instructions and the scarcity of general revenue funds, district and school administrators responsible for student services need
to schedule time to write grants, create partnerships, and seek new resources in order
to build quality programs. The resource
development activities should be coordinated with other efforts in the community,
district, and school so those with the same
mission are not competing for the same
resources, unless it is according to plan.
MATERIALS AND EQUIPMENT
Listed below are suggested curriculum
materials, resources, and equipment that
must be available to counselors, career
specialists, teachers, and students.
personal growth and development. For secondary school students, the center provides
information that can be used for career
exploration and planning, job placement,
financial aid and scholarships, postsecondary planning and registration, and issues
related to personal and social concerns.
Teachers also find the resources in the
center useful for program planning and
implementation. Resource materials are
provided, as well as the opportunity for joint
curriculum planning with counselors. The
counseling staff may also sponsor professional development workshops for faculty
and staff.
In providing services through the student
development program, it is recommended
that, at a minimum, the facility should
include:
Many schools have an area or room designated for a career center. In planning a
career center, these basic objectives should
be followed:
FACILITIES
The student services or counseling center
brings together all of the available
resources, materials, and staff and makes
them available to students. It forms the
heart of all student development services.
The center may be used for such activities
as individual, small, and large group sessions; career exploration; and individual
research and planning. In elementary
schools, the center provides a place for students to explore information and services on
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education planning.
POLITICAL RESOURCES
These objectives clearly establish the purpose of the career center, including what
programs will be offered, who will have
access to the center, and what materials and
resources will be provided. The objectives
can be used to establish a plan of action
that will determine the needed staff, space,
resources, programs, and equipment.
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Middle schools. The above topics are reinforced so that students move from an awareness level to understanding and application.
Students are assessed on their interests and
abilities and understand that their attributes
may change as they age and gain more
knowledge and experiences. Students learn
about goal setting and begin to make plans
for high school based on their current career
goals. Student plans focus on high school
course selection taking into account graduation and postsecondary requirements.
Counselors assist students to learn the process of career planning, decision-making,
and development of career portfolios.
Elementary schools. Self-concept development, the acquisition of learning skills, interpersonal relationship skills development,
decision-making, skill building, and beginning awareness of careers are examples of
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18
personal/social development,
career development, and
community involvement.
2. Developcareerand
educational awareness.
By achieving this
competency, students
will understand more
about the world of work, increase
their career awareness, and in the
middle school years and beyond do
in-depth career exploration related to
personal interests, values, preferences,
and abilities. Students will develop skills
to plan a job search as well as obtain
one. They will develop effective human
relations skills to enable positive and
productive work relationships.
3. Demonstrate career-planning skills.
Students will be able to use the
information they have learned about
themselves and apply it to career goals.
Each student will develop and maintain
a career and education plan at the grade
level(s) designated by the school/district
plan.
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Career Development
2. Students Will Develop Career and Educational Awareness
Career
Development
20
Understand the need for positive attitudes toward work and learning.
Understand how changing societal needs influence the nature and structure of
work.
Career Developmentcontinued
3. Students Will Demonstrate Career Planning Skills
Personal/Social
Development
Community
Involvement
21
Program Management
Guidance
Counseling
Consultation and referral
Curriculum
Coordination
Professionalism
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23
Standard
Chapter 3
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Career Planning
Awareness of the planning process.
Awareness of different occupations and
changing male / female roles.
Career Planning
Understand the career planning process.
Awareness of different occupations and
changing male / female roles.
Community Involvement
Demonstrate an awareness of school and
community volunteer needs.
Community Involvement
Demonstrate an awareness of school and
community volunteer needs.
Career Planning
Apply decision -making skills to career and
educational planning.
Understand the process of career planning.
Knowledge of different occupations and
changing male/female rolls.
Self- Knowledge and Self-Acceptance
Knowledge of the influence of a positive selfconcept.
Self- Management and Responsible Behavior
Knowledge of the importance of growth and
change.
Develop appropriate attitudes and behaviors.
Develop personal safety skills.
Problem -Solving and Decision - Making Skills
Identify common personal and interpersonal
problems.
Apply decision -making/problem -solving skills.
Interpersonal and Communication Skills
Demonstrate communication skills in speaking,
listening, and non -verbal behavior.
Demonstrate skills to interact and work
cooperatively in teams.
Identify and express thoughts and feelings.
Demonstrate effective skills for interacting with
peers and adults.
Understand the effects of peer pressure.
Respect and Value Human Diversity
Demonstrate respect and appreciation for
individual and cultural differences.
Describe stereotypes and their impact on self
and others.
Community Involvement
Understand and enhance community.
Develop and participate in community volunteer
service projects.
Develop a sense of community pride.
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28
Academic
Achievement
29
30
Career
Development
Career
Development
31
Personal/Social
Development
32
Personal/Social
Development
33
Personal/Social
Development
34
Personal/Social
Development
Community
Involvement
35
Early adolescents are slowly moving from seeking and meeting adult
expectations to seeking and meeting their own expectations through
friendships and interactions with their peer group. As they move from
the dependence of childhood to the independence that is expected of
productive adults in our society, the new rights and responsibilities bring
tension and disagreement between the generations of child and adult.
The most notable characteristic of the early adolescent is the physical
growth that accompanies puberty. Sexual identity becomes part of the
complex sorting out of childhood experiences and adult expectations as
they develop their new self-identity. Individuals are usually genuinely
concerned about self throughout this period and tend to be introspective
and very critical of each phase of development.
Friendships become very important and tend to be through shared activities. These groupings then phase into the stage of shared identity--the
seeking out of those most like the individuals self-perception. Children
at this age are establishing the behaviors that will probably direct their
actions for the next several years. It is important at this critical point to
assist students in the formation of positive self-concepts, development of
responsibility in all phases of their behavior, and an awareness of sex-role
stereotyping issues. They also develop an awareness of work and how
their interests and abilities help them to make tentative career choices.
36
Academic
Achievement
37
Career
Development
38
Career
Development
39
Career
Development
40
Career
Development
Personal/Social
Development
41
Personal/Social
Development
42
Personal/Social
Development
43
Personal/Social
Development
44
Personal/Social
Development
45
Community
Involvement
46
Acronyms
ADA, Americans with Disabilities Act
DBS, Division of Blind Services
DOE, Florida Department of Education
EP, Educational Plan
ESE, Exceptional Student Education
Why is it important to include ALL students in comprehensive student development programs and make special efforts
to reach students with special needs?
School counselors are responsible for serving all students and helping each student
Chapter 4
*Exceptional students as defined in Section 228.041(18), F.S., (i.e., students served in exceptional student
education) include both students with disabilities and students identified as gifted. The Individuals with Disabilities Education Act of 1997 (IDEA 97) provides guidelines for programs and services for eligible students
with disabilities. Students with disabilities served under IDEA are served from age 3 (by 3rd birthday)
through graduation with a standard diploma, or at the students choice, through age 21 (22nd birthday).
**There are two populations of students with disabilities. One population is students with disabilities served
through exceptional student education (ESE) under the requirements of IDEA 97 (ESE students are also
protected under 504 and ADA). The other population is students with disabilities protected under section
504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) but not qualified under
the Individuals with Disabilities Education Act of 19997 (IDEA 97). Section 504 of the Rehabilitation Act
protects persons with disabilities in institutions receiving federal financial assistance. ADA applies to public
as well as private agencies and has separate parts for pubic service, employment, facilities, communication,
transportation, etc.
47
48
Career Specialists
What are strategies for ensuring that special needs students master student development competencies?
*Idea 97 states that annual goals including benchmarks or objectives must be related to meeting the
students needs that result from the disabilities to enable the student to be involved in and progress in
the general curriculum.
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50
and still others that may be missing altogether. You will note many tasks on the
following pages. It is not important to complete each task sequentially; in fact, several
tasks may be worked on simultaneously.
Eventually, all tasks need to be completed to
fully implement a comprehensive counseling
and guidance program.
The program development and implementation process consists of five phases.
Although these phases are listed sequentially, the planning process should be seen
as flexible. You will need to go back and
forth between the steps. While following
this five-step process will aid in the development of a coherent and well-organized program, it is important that local needs and
circumstances be identified and taken into
consideration. For example, a comprehensive counseling and guidance program may
be quite different in a large, urban Miami
high school than in a small, rural high
school in Union County. Some districts or
schools may already have incorporated significant elements of a comprehensive program, while others may be just initiating
the effort. Existing available resources may
significantly affect the way the program is
developed and implemented.
Chapter 5
Guidance Program
51
Organize
Form committees.
Establish a commitment to action.
52
Plan
Select program goals and standards.
Assess school and student needs.
Assess the current program.
Identify desired student competencies.
Identify need versus resource gaps.
Establish priorities.
Design
Determine program content and processes.
Specify student competencies and indicators.
Identify program interventions and services.
Assign program components.
Write the plan.
Design an action plan for implementing the new
program.
Implement
Initiate program components.
Provide staff development for service providers.
Evaluate
Formulate questions to be answered by evaluation.
Design the evaluation strategy.
Modify the program based on evaluation data.
Organize
Plan
Form committees.
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54
Design
Determine program content and
processes.
The beginning phase of this process begins
with the results of the needs assessment.
The components of the current program,
the assessment results, and this framework
can be used to help structure or revise your
counseling and guidance program.
Specify student competencies and
indicators.
Student competencies and indicators are
included by grade level in this framework
and can be used as a model.
Identify program interventions and
services.
The next step in the design process identifies interventions and services that can
accomplish the program goals as well as the
student outcome objectives. Tying specific
services and interventions to specific objectives increases the likelihood that a desired
outcome will be achieved. Too often in the
past, traditional guidance programs have
taken a shotgun approach by offering
many well-intentioned services to address
vaguely stated or nonexistent objectives. It
is not surprising that these programs were
unable to evaluate the impact of their services. Careful attention to this step allows a
program to maximize its impact by focusing
its valuable (but typically limited) resources
on a limited and predetermined set of objectives. The key here is determining to which
needs or objectives the program says yes,
and to which it says no!
The curriculum that is delivered to students
should be developmental and sequential.
There are excellent lesson plan guides available commercially or developed through
districts that provide classroom activities by
grade level and according to student competencies and indicators.
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Implement
56
Evaluate
Formulate questions to be answered
by evaluation.
The counseling and guidance team should
formulate questions for the evaluation
process. These questions should relate to
the overall issue of program effectiveness.
At a minimum, the evaluation process
should assess the design of the counseling
and guidance program, the effectiveness
of the services and interventions, and the
competency of the personnel delivering the
interventions (see page 61).
Design the evaluation strategy.
The design of the evaluation strategy should
depend upon the purposes of the evaluation
and the questions to be answered. For
example, formative evaluations assist the
staff in the continual design, development,
and refinement of the comprehensive
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References
The following references were used in development of Floridas Counseling and Guidance
Framework:
Florida Department of Education, Floridas Student Development Program: A Framework
for Developing Comprehensive Guidance and Counseling Programs for a School-to-Work System,
(1995).
National Consortium for State Guidance Leadership, A National Framework for State
opment Guidelines.
Utah Department of Education, Utah Model for Comprehensive Counseling and Guidance,
(1998).
South Dakota Department of Education, South Dakota Comprehensive Guidance and Coun-
Texas Education Agency, The Comprehensive Guidance Program for Texas Public School, A
America School Counselor Association, National Standards for School Counseling Programs,
(1997).
Appendix A
National Consortium for State Guidance Leadership, A State Guidance Leadership Imple-
59
Current What
Status needs to
be done
Appendix B
2. Rationale/Philosophy A rationale/
philosophy for the counseling and guidance
program has been developed.
3. Advisory Committee An advisory
committee for the counseling and guidance
program has been established and is active.
4. Program Resources Staff, financial
resources, and political resources appropriate to
carrying out the full intent of the counseling and
guidance program are provided.
5. Management and Support Management and support strategies are in place for
maintaining and enhancing the comprehensive
counseling and guidance program.
6. Counseling All students, along with their
parents/guardians are provided opportunities to
develop, monitor, and manage their educational
and career plans.
7. Consultation All students and their
parents/guardians have access to services
to assist them with problems or concerns
related to academic, personal/social, or career
development.
8. Coordination Coordinate activities that
contribute to the effective operation of the
school.
9. Curriculum Counseling and guidance
program curriculum that specifies what
competencies all students should master has
been developed and implemented.
10. Accountability School counselors and
other personnel with guidance responsibilities
are supervised and evaluated based on their job
descriptions derived directly from the counseling
and guidance program. The counseling and
guidance program has been established and
utilizes a formal program review process.
60
Who
When
This is a list of suggested questions to help you evaluate your counseling and guidance
program.
1. Mission
a. Is the mission still appropriate or will it be revised?
2. Student Standards and Competencies
a. Does the program address all of the standards and competencies?
b. Does the program deliver these as specified in the sequence of delivery?
3. Program Processes
b. Were they provided to all intended participants?
c. Were they delivered as scheduled?
d. Were there problems in delivery of specific activities?
e. Are there suggested improvements for specific activities?
4. Program Structure
Coordination
a. Did the program director carry out his or her responsibilities?
b. Did he or she have adequate time to coordinate the program?
c. What problems did he or she have in coordinating the program?
Staffing
a. Did each program staff member carry out his or her responsibilities?
b. Did he or she have adequate time to complete these responsibilities?
c. What problems did staff encounter in delivering the program?
Facilities
a. Was adequate and appropriate physical space provided for the program? If not,
what improvement is needed?
b. Was adequate equipment provided for the program? If not, what additional
materials are needed?
Appendix C
c. Were necessary materials provided for the program? If not, what additional
materials are needed?
d. Were necessary supplies provided for the program? If not, what additional
supplies are needed?
Financial Resources
a. Were adequate financial resources provided for the program? What additional
financial resources are needed?
Program Management and Support
a. Were the tasks specified on the management plan completed as scheduled?
b. Was the program coordinated with other programs? Was there any coordination
problems? How might coordination be improved?
Floridas School Counseling and Guidance Framework
61
c. Were the measures developed for each of the standards? Were they administered
on schedule?
d. Was a summary report of individual and group attainment of standards and
competencies developed?
e. What public relations activities were conducted? What additional activities might
be conducted?
f.
Were staff development needs assessed? Were individual and group staff
development plans developed? Did staff receive adequate orientation to the
revised program? Did they receive other staff development experiences? What
additional staff development needs have been identified?
Appendix C
g. Has a plan been developed to support coordination with other agencies and/or
postsecondary educational institutions? Has the plan been implemented?
62
Political Resources
a. Has the written program been approved by the district school board?
b. Is a policy statement in place?
Primary Functions
Appendix D
2. Guide and counsel groups and individual students through the development of
educational and career plans: provide orientation activities for students new to the
school; participate in orientation programs for parents and students; assist students
in transition from middle school to high school; inform students and their parents of
test results and their implications for educational planning; and provide resources and
information to assist in career awareness and career exploration activities.
3. Counsel small groups and individual students with problems: Conduct structured,
goal-oriented counseling sessions to meet the identified needs of individuals or groups
of students.
4. Consult with teachers, staff, and parents regarding meeting the developmental
needs of students: Participate in staffings; conduct inservice programs for faculty;
conduct meetings to facilitate differences with teachers, students, and parents; conduct
or provide opportunities for parent education programs; assist families with school
related problems.
Floridas School Counseling and Guidance Framework
63
Appendix D
64
7. Evaluate and revise the building guidance program: Review periodically with staff
and administration the guidance program using the program evaluation instrument
as outlined in the Evaluation section; review and modify the program calendar and
evaluate guidance learning activities.
8. Pursue professional growth: Attend state and local staff development programs; join
professional associations; read professional journals; attend relevant workshops and
conferences sponsored by professional organizations; and take postgraduate courses.
Appendix E
Simply being in school carries no guarantee that a student will learn. For learning to take
place, students need to feel safe, they need interested parents who are involved in their
education, and they need support and encouragement while at school. These are, of course,
in addition to effective classroom instruction. Helping to support learning for all children
are student services professionals: school counselors, school nurses, school social workers,
and school psychologists. The support services and programs they provide are critical to
Floridas Eight State Education Goals. Listed below is each of the state goals along with
examples of ways in which student services provide direct or indirect involvement with
each goal.
65
Appendix E
66
Appendix E
Student services professionals advocate adult literacy for all Floridians and for all to
have the knowledge and skills needed to compete in a global economy, prepare children
for success in school, and exercise the rights and responsibilities of citizenship. This is
accomplished by:
67
Websites
The following websites can provide valuable information as you help your students to develop career and
education plans as well as other sites that can provide information useful for your school counseling
program.
http://www.careerkey.org/english/
My Future
http://www.myfuture.com/
http://www.2h.com/iq-tests.html
Personality Assessments:
The Keirsey Temperament Sorter
http://keirsey.com/
Personality I.D.
http://www.crown.org/tools/Personality.asp
http://www.platinumrule.com/surveyi.html
Career Resources:
The Occupational Outlook Quarterly On-line
http://stats.bls.gov/opub/ooq/ooqhome.htm
http://stats.bls.gov/
http://stats.bls.gov/k12/html/edu_tch.htm
http://www.acinet.org/acinet
http://www.uncwil.edu/stuaff/career/Majors/
68
http://www.c3apply.org/index.html
http://features.yahoo.com/college/search.html
Petersons CollegeQuest
http://www.petersons.com/
CollegeNet
http://www.collegenet.com
Employment Sites:
Americas Job Bank
http://www.ajb.dni.us/
HotJobs.com
http://www.hotjobs.com/
CareerBuilder Network
http://www.headhunter.net
http://chronicle.com/
Monster.Com
http://www.monster.com/
Career Magazine
http://www.careermag.com/
http://www.collegegrad.com/
10 Minute Resume
http://www.10minuteresume.com/
http://www.cyber-north.com/resume/
http://www.jobhuntersbible.com/
http://www.fortune.com/fortune/careers
http://www.rileyguide.com
http://dir.yahoo.com/Business_and_Economy/Employment_and_Work/
http://careers.excite.com/
http://www.lycos.monster.com
69
http://www.firn.edu/doe/bin00065/home0065.htm
Fast Web
http://www.fastweb.com
http://www.fedmoney.org
http://www.ed.gov/finaid.html
http://studentaid.ed.gov/students/publications/student_guide/index.html
http://www.salliemae.com/
http://apps.absolutelyscholarships.com/exec/scholarship
http://www.firn.edu/doe/bin00072/home0072.htm
http://www2.eac-easci.org/welcome.shtml
http://www.uen.org/
Education World
http://www.education-world.com
http://www.facts.org/
Government Resources
US Department of Education
http://www.ed.gov
US Department of Labor
http://www.dol.gov
http://www.doleta.gov
http://www.doleta.gov/programs/onet
http://www.bls.gov
US Census Bureau
70
http://www.census.gov
http://www.bls.gov/oco/home.htm
http://www.labormarketinfo.com/
Specific Populations
ADA/Rehab. ACT
http://icdi.wvu.edu/
http://www.edc.org/WomensEquity
http://www.facte.org
http://www.flacounseling.org
http://www.goarmy.com/
ERIC/ACVE
http://www.ericacve.org/
http://www.cete.org/publications.asp
http://ncda.org/
http://www.schoolcounselor.org/
http://www.aacc.nche.edu/
http://www.astd.org/
http://www.acteonline.org
http://www.ascd.org
71
Documents
Dare to Dream Revised: A Guide to Planning Your Future (Florida Department of Education,
1999)
Dare to Dream Juvenile Justice: A Guide to Planning Your Future for Students in the Juvenile
Justice System (Florida Department of Education, 1999)
Self-determination curriculum materials, such as
Take Action: Making Goals Happen (Sopris West)
Appendix G
their
The Self-Advocacy Strategy for Education and Transition Planning, 1994, Anthony
Van Reusen, Candace S. Bos, Jean B. Schumaker, and Donald D. Deschler
K.
(Sopris West)
Laura Huber Marshall, Laurie Maxson, and Patty Jerman (Sopris West)
72
Florida Course Descriptions, Exceptional Student Education, Grades 9-12, 1999 Revisions,
Suggested Course Performance Objectives (Florida Department of Education)
#7980110, Career Preparation
#7980120, Career Experiences
#7980130, Career Placement
The CHOICES Series for Teenage Girls, 1984-present, (Mindy Bingham, et. al.,
Advocacy Press)
http://www.firn.edu/doe/commhome
Product Information
Pro-ed
8700 Shoal Creek Blvd.
Austin, TX 78757-6897
Phone: 800/897-3202
FAX: 800/397-7633
http://www.proedinc.com
Advocacy Press
P.O. Box 236
Santa Barbara, CA 93102
Edge Enterprises, Inc.
P.O. Box 1304
Lawrence, KS 66044
Florida Department of Education
Bureau of Instructional Support and Community Services
Clearinghouse Information Center
Turlington Building, Room 622
325 West Gaines Street
Tallahassee, FL 32399-0400
Phone: 850/488-1879
FAX: 850/487-2679
E-mail: [email protected]
http://www.firn.edu/doe/commhome
Appendix G
Web Sites
Sopris West
4093 Specialty Place
Longmont, CO 80504
Phone: 303/651-2829
FAX: 303/776-5934
http://www.sopriswest.com
The Arcs Publication Desk
3300-C Pleasant Valley Lane
Arlington, TX 76015
Phone: 1/888/368-8009
73
Counselor Certification
Specialization Requirements for Certification in Counseling and Guidance (Grades PK12), Specialty Class Beginning July 1, 1990.
1. Plan One. A masters or higher degree with a graduate major in counseling and
guidance or counselor education which includes three (3) semester hours in a
supervised counseling practice in an elementary or secondary school,
OR
Appendix H
2. Plan Two. A masters or higher degree with thirty (30) semester hours of graduate
credit in counseling and guidance to include the areas specified below:
(a) Three (3) semester hours in principles, philosophy, organization and
administration of guidance,
(b) Three (3) semester hours in student appraisal including administration and
interpretation of standardized test,
(c) Three (3) semester hours in education and career development information
practices and systems,
(d) Three (3) semester hours in learning, personality theory, and human development,
(e) Three (3) semester hours in counseling theories and individual counseling
techniques,
74
Parent Survey
Instructions: This survey has been designed to help us better determine the counseling
and guidance needs of our students. Please read each standard and circle your response for
each competency on the 1-4 scale provided.
1 - Disagree
2 -Tend to Disagree
3 -Tend to Agree
4 - Agree
Academic Achievement
1 2 3 4
2.2 Students need help to understand the relationship between educational achievements
and career planning.
1 2 3 4
Academic
Achievement
Appendix I
Standard 1. Students will acquire and demonstrate academic self-management for lifelong learning.
2.3 Students need help to understand the positive attitudes between work and learning.
1 2 3 4
2.4 Students need help to develop skills to locate, evaluate, and interpret career
information.
1 2 3 4
2.5 Students need help to understand how societal needs and functions influence the nature
and structure of work.
1 2 3 4
Career
Development
2.6 Students need help to demonstrate skills to prepare for, seek, obtain, maintain, and
change jobs.
1 2 3 4
Standard 3. Students will demonstrate career-planning skills.
3.1 Students need help to apply decision-making skills to career and educational planning.
1 2 3 4
Floridas School Counseling and Guidance Framework
75
1 2 3 4
3.3 Students need help to understand the continuous changes in male/female roles.
1 2 3 4
1 2 3 4
Appendix I
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
nonverbal behavior.
1 2 3 4
7.2 Students need help to demonstrate skills to interact and work cooperatively in teams.
1 2 3 4
7.3 Students need help to identify and express thoughts and feelings.
1 2 3 4
7.4 Students need help to demonstrate effective skills for interacting with peers and adults.
1 2 3 4
1 2 3 4
76
differences.
1 2 3 4
8.2 Students need help to describe stereotypes and their impact on self and others.
1 2 3 4
Community Involvement
Standard 9. Students will develop an awareness of community involvement.
9.2 Students need help to develop and participate in community volunteer service projects.
1 2 3 4
1 2 3 4
Community
Involvement
Appendix I
1 2 3 4
77
Student Survey
Your sex:
Instructions: This survey has been designed to help us better determine the counseling
and guidance needs of our students. Please read each standard and circle your response for
each competency on the 1-4 scale provided.
1 - Disagree
2 -Tend to Disagree
3 -Tend to Agree
4 - Agree
Academic Achievement
Appendix J
Academic
Achievement
1 2 3 4
2.2 I need help to understand the relationship between educational achievements and
career planning.
1 2 3 4
Career
Development
2.3 I need help to understand the positive attitudes between work and learning.
1 2 3 4
2.4 I need help to develop skills to locate, evaluate, and interpret career information.
1 2 3 4
2.5 I need help to understand how societal needs and functions influence the nature and
structure of work.
1 2 3 4
2.6 I need help to demonstrate skills to prepare for, seek, obtain, maintain, and change
jobs.
1 2 3 4
78
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
Personal/Social
Development
Appendix J
behavior.
1 2 3 4
7.2 I need help to demonstrate skills to interact and work cooperatively in teams.
1 2 3 4
1 2 3 4
7.4 I need help to demonstrate effective skills for interacting with peers and adults.
1 2 3 4
79
1 2 3 4
differences.
1 2 3 4
8.2 I need help to describe stereotypes and their impact on self and others.
1 2 3 4
Community Involvement
Appendix J
Community
Involvement
80
1 2 3 4
9.2 I need help to develop and participate in community volunteer service projects.
1 2 3 4
1 2 3 4
Staff/Teacher Survey
Instructions: This survey has been designed to help us better determine the counseling
and guidance needs of our students. Please read each standard and circle your response for
each competency on the 1-4 scale provided.
Teacher
Counselor
o Administrator
Department Head
o Other
1 - Disagree
2 -Tend to Disagree
Specify ________________________
3 -Tend to Agree
4 - Agree
Academic Achievement
Standard 1. Students will acquire and demonstrate academic self-management
for lifelong learning.
1.1 Students need help to understand and participate in a school environment.
1 2 3 4
1.2 Students need help to understand that attitudes and behaviors are related to academic
achievement.
1 2 3 4
1.3 Students need help to formulate challenging academic goals and plans to reach them.
1 2 3 4
1.4 Students need help to develop effective study skills.
1 2 3 4
1.5 Students need help to develop effective time-management skills.
1 2 3 4
Career Development
Standard 2. Students will develop career and educational awareness.
2.1 Students need help to understand personal interests, abilities, and values as they relate
to planning a postsecondary education and/or career path.
1 2 3 4
Academic
Achievement
Appendix K
Position: o
2.2 Students need help to understand the relationship between educational achievements
and career planning.
1 2 3 4
2.3 Students need help to understand the positive attitudes between work and learning.
1 2 3 4
Career
Development
2.4 Students need help to develop skills to locate, evaluate, and interpret career
information.
1 2 3 4
2.5 Students need help to understand how societal needs and functions influence the nature
and structure of work.
1 2 3 4
2.6 Students need help to demonstrate skills to prepare for, seek, obtain, maintain, and
change jobs.
1 2 3 4
Floridas School Counseling and Guidance Framework
81
1 2 3 4
3.3 Students need help to understand the continuous changes in male/female roles.
1 2 3 4
Appendix K
Personal/Social
Development
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
1 2 3 4
nonverbal behavior.
1 2 3 4
7.2 Students need help to demonstrate skills to interact and work cooperatively in teams.
1 2 3 4
7.3 Students need help to identify and express thoughts and feelings.
1 2 3 4
7.4 Students need help to demonstrate effective skills for interacting with peers and adults.
1 2 3 4
1 2 3 4
82
differences.
1 2 3 4
8.2 Students need help to describe stereotypes and their impact on self and others.
1 2 3 4
Community Involvement
1 2 3 4
9.2 Students need help to develop and participate in community volunteer service projects.
1 2 3 4
1 2 3 4
Community
Involvement
Appendix K
83
Evaluation
The following is a sample of a Counseling and Guidance Program Evaluation, which can be
Appendix L
Unsatisfactory
2 3 4 5
Below
Standard
At Standard
Above
Standard
84
Superior
3 4 5
3 4 5
Appendix L
85
Appendix L
86
2
3
4
5
850/487-0186 or 800/342-9271
CD924
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m
Mo
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de
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rehensive Stude
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Floridas School
Counseling and
Guidance
Framework: