ASSIGNMENT IN ECED 13: GUIDANCE PROGRAM

Overview and Introduction to the Curriculum
Framework and Grade Level Expectations
     The Comprehensive Guidance Program curriculum framework is organized around three (3) Strands: Personal and Social Development, Academic Development and Career Development. These Strands lead to nine (9) Big Ideas which are further described by Concepts and K-12 GLEs. The development of the Guidance Curriculum Framework was informed by the standards established by the American School Counselor Association, the National Career Development Association, and the Secretary's Commission on Achieving Necessary Skills (SCANS) report. The guidance curriculum implementation strategies are directly aligned with the Show-Me Performance Goals by design. The content standards for the other curriculum areas (e.g. social studies, communication arts) were considered and aligned as appropriate; however, the focus of the K-12 guidance curriculum alignment was the content articulated by the Comprehensive Guidance Big Ideas/Content Standards and Concepts.

     The Comprehensive Guidance curriculum framework represents the collaborative work of Professional School Counselors from throughout our State. Over a period of two years they volunteered to meet on weekends to develop the systematic, sequential and developmentally appropriate Grade Level Expectations (GLEs) for the guidance curriculum. Even though the No Child Left Behind Act of 2001 requires states to assess student progress in reading/language arts, science and mathematics, the guidance curriculum, like social studies, fine arts, and physical education curricula, is no less important than the areas that are assessed by legislative mandate. The guidance curriculum connects academic content to application in life now -- in preparation for life in the future.

GUIDANCE PROGRAM SAMPLE: 
Watertown Elementary Schools' Guidance Program
Philosophy
The Watertown Guidance Program provides activities, interventions and services which assist students in achieving their maximum personal development, both as individuals and as learners. Guidance and counseling are vital components of the educational process which help students recognize their needs and abilities, and develop strategies to realize their full potential. The primary role of the guidance staff is to implement a developmental guidance program that will help all students acquire skills in the educational, social, and vocational areas necessary for living in a multicultural society. Guidance counselors act as student advocates and work closely with other educators, parents and community members to provide opportunities for students to develop the skills necessary to lead productive, fulfilling lives.

Student Competencies     The elementary guidance counselor works to provide a healthy social-emotional environment for all students within the school setting. This environment will enable each student to excel in an academic setting. Counselors enhance students' desire to learn and help them to recognize the benefits and values of their achievements. Listed below are the competencies which the Elementary Guidance Staff works with students to foster

Learning Competencies

• Create a desire to learn, recognize and appreciate the value of learning 
• Encourage responsibility and task completion 
• Develop effective communication skills that enable learning to take place 
• Understand the value of setting and accomplishing meaningful goals 
• Understand their strengths and abilities and recognize their potential to learn 

Personal/Social Compentencies

• Recognize and accept responsibility for actions 
• Develop positive attitudes toward school, family, self and others 
• Develop friendships and interact cooperatively with others 
• Achieve skills for developing effective conflict-resolution techniques 
• Understand and respect differences among people's cultures, lifestyles, attitudes, and abilities 

Career/Vocational Competencies

• Become aware of personal interests and preferences 
• Recognize that the development of skills leads to attainment of future plans 
• Learn to cooperate with others effectively in work and play 
• Understand and appreciate the world of work 

Elementary Guidance      Elementary guidance is designed to help all students in all areas of growth and development. Classroom guidance is conducted once each 6-day cycle in each classroom TK-4th, with specifically planned curriculum to meet the needs of all students. Standards and benchmarks are based on the American School Counselors Association Model. Character education themes are introduced each month to the classrooms through classroom guidance. Other topics may include but are not limited to: Dealing with Bullies, Feelings, Social Skills, Conflict Resolution, Teamwork, Drug Prevention, and Test Taking Strategies. Special topics of guidance may be taught at the teacher's request. 

Small Groups      Small groups are also a part of the Elementary Guidance Curriculum. Each student in Kindergarten, 1st and 3rd grades participates in developmentally appropriate small groups. Kindergarten students are divided into 3 PALS (Playing And Learning Successfully) groups. Each PALS group meets for 20 minutes each 6-day cycle and works on social/learning skills. The first grade small groups meet for 4 sessions and study identification and appropriate expression of feelings. Third grade students meet for 4 sessions and focus on friendship skills. Other small groups may be formed due to special needs of certain students.
Individual Counseling
Students in Transitional Kindergarten through 4th grade may also see the counselor individually for various concerns. Individual counseling is available through parent, teacher or student referrals. Mrs. Johnson is also available to help families obtain family counseling outside the school if requested. 

Child Study     Mrs. Johnson also coordinates the Prairie Valley Elementary Child Study Team. This team consists of the classroom teachers and specialist teachers who meet to brainstorm ways to help referred students be more successful in the school experiences. They may be experiencing difficulties academically, socially, or emotionally. This team works with parents to find solutions.

Testing     All 3rd and 4th grade students take the Iowa Tests of Basic Skills as a measure of their educational assessment. The guidance counselor as well as the classroom teacher work to prepare the students to take this achievement test. The ITBS will be given to students in January or February. Parents will be informed of the exact dates close to the time of testing. Results will be sent to the parents when they are received. The counselor is available to help with interpretation of the results. All 3rd and 4th grade scores in Reading, Math and Science are reported to the state as a way of accountability. All 2nd grade students will be given the Cognitive Abilities Tests in the fall of each year. The CogATs measure aptitude and potential in academic learning. These are used to help teachers understand and plan for individual learning styles. All 2nd, 3rd, and 4th grade students take MAP (Measure of Academic Progress) Test each fall and spring. This is a computerized test. Mrs. Johnson is in charge of the ordering and distribution of the testing materials. She also helps in the interpretation of the results.

Character Counts!     We believe that Character Education is essential in the curriculum at Prairie Valley Elementary. Character Education is not just another subject, it is every subject. Some even compare it to the plate or base on which all learning takes place. At Prairie Valley Elementary, we have been emphasizing Character Education since 1998. We have been following the Character Counts! program. Mrs. JOhnson introduces the Pillar of Character that is being emphasized during a 6-7 week period during classroom guidance. The classroom teachers then continue the lessons. Check the school calendar for the specific character pillar we are studying. This is coordinated with the middle school and the high school.
(BY: Mrs. Sue Johnson- Guidance Counsilor)

WHAT ARE THE QUALIFICATIONS OF THE ELEMENTARY SCHOOL COUNSELOR? 
School counselors must possess a Master’s degree in counseling and must be certified and/or licensed by the state of Maine.

HOW DOES THE ELEMENTARY SCHOOL COUNSELOR WORK?
Elementary school counselors are available to students through classroom lessons and for short-term individual or small group counseling when requested or determined appropriate. Individual or small group counseling is short-term, voluntary, and confidential. Students are seen by the counselor when:
Parents request and indicate a need and desire that the counselor meet with their children.
Students request to see the counselor.
Teachers, administrators, or other school staff refer the student.

WHY MIGHT A CHILD SEE THE ELEMENTARY SCHOOL COUNSELOR? 
Reasons a child may see the elementary school counselor may include:

• Help with peer relationships/social skills
• Low self-esteem
• Worry or anxiety
• A family concern, such as parental separation or divorce
• Behavioral and/or learning difficulties
• Absenteeism
• Grief/loss issues
• Any other concern that is interfering with the child’s ability to learn