64p. · DOCUMENT RESUME. ED 424 539 CG 028 871. TITLE Model for Utah Comprehensive Counseling and Guidance. Programs. INSTITUTION Utah State Office of Education, Salt Lake City. Applied

DOCUMENT RESUME

ED 424 539 CG 028 871

TITLE Model for Utah Comprehensive Counseling and GuidancePrograms.

INSTITUTION Utah State Office of Education, Salt Lake City. AppliedTechnology Education Services.

PUB DATE 1998-00-00NOTE 64p.

AVAILABLE FROM Utah State Office of Education, 250 E. 500 South, Salt LakeCity, UT 84111 ($5.50 plus shipping and handling).

PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Career Development; *Career Education; Career Guidance;

Elementary Secondary Education; *School Guidance; StateStandards

IDENTIFIERS *Comprehensive Guidance Program Model (Gysbers); *MissouriComprehensive Guidance Program Model; Utah

ABSTRACTThe Utah Comprehensive Counseling and Guidance Model is

designed to assist students through specific self-appraisal andself-improvement activities to better enable them to effectively plan to meeteducational and career goals. The model is presented with informationrequired to implement the program. Chapter contents include: (1) "ConceptualFramework," which delineates the mission statement, rationale, benefits,assumptions, and program elements; (2) "Structural Framework," whichdescribes the steering committee, advisory committee, staffing patterns,guidance resources, departmental budget, facilities and space; (3) "Processof Delivery," which describes the Comprehensive School Guidance Program andlists the major components in a table, discusses individual planning, anddescribes responsive services, system support, and time allocations; (4)

"Content Areas and Student Competencies," which lists competencies by areaand level; (5) "A Strategy for Implementing the Comprehensive Counseling andGuidance Program," which covers guidelines, strategy, and resources; (6)

"Evaluation of Effectiveness," which includes personnel, program, student,and resource evaluation. Appendixes are: (A) "NOICC [National Occupationalinformation Coordinating Committee] Competencies and Indicators" forelementary, middle, high school, and adult levels; (B) "Sample Counselor JobDescriptions; (C) "Funding Procedures"; (D) "Guidelines for the SEOP"; and(E) "National Career Development Guidelines and Staff Competencies." (EMK)

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* from the original document. *

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UTAH MODEL FOR

COMPREHENSIVE

COUNSELING AND

GUIDANCE

BEST COPY AVAILABLE

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41."

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

O This document has been reproduced asreceived from the person or organizahononginating

0 Minor changes nave been made to improvereproduchon duality

Points of view or opinions stated in this docu-ment do not necessarily represent officlalOERI position or policy

UTAH STATE OFFICE OF EDUCATION250 East 500 South Salt Lake City, Utah 84111

2

MODEL FORUTAH COMPREHENSIVECOUNSELING ANDGUIDANCE PROGRAMS

UTAH STATE OFFICE OF EDUCATION250 East 500 SouthSalt Lake City, Utah 84111

Scott W. BeanState Superintendent of Public Instruction

Laurie A. ChiversDeputy Superintendent of Public Instruction

Applied Technology Education Division

Robert 0. BremsAssociate Superintendent

Lynn JensenCoordinator

Judy PetersenSpecialist

Salt Lake City,Utah

1998

3

The Utah Model for Comprehensive Guidance 0

Utah State Board of Education

Utah State Board for AppliedTechnology EducationDistrict 1Neola Brown495 North 300 EastBeaver, UT 84713

District 2Lynn HaslemH.C. 65, Box 74AAltonah, UT 84002

District 3Marilyn Shields458 Country ClubStansbury Park, UT 84074

District 4Cheryl Ferrin3361 North River DriveEden, UT 84310

District 5John L. Watson1665 Farr West DriveOgden, UT 84404

District 6Joyce W. Richards5273 South Winchester LaneOgden, UT 84403

District 7Katharine B. Garff551 Indian Springs RoadBountiful, UT 84010

District 9Kay McDonough2922 South 9150 WestMagna, UT 84044

District 10Waynette Steel6536 Clematis WayWest Jordan, UT 84084

District 11C. Grant Hurst1893 Terrace DriveSandy, UT 84093

District 12Boyd F. Jensen5380 Hillside DriveMurray, UT 84107

District 13Janet A. Cannon5256 Holladay BoulevardSalt Lake City, UT 84117

District 14Susan C. Henshaw44 West 1640 NorthOrem, UT 84057

District 15Linnea S. Barney1965 South Main StreetOrem, UT 84058

District 8Jill Kennedy1385 Yale Avenue Scott W. Bean Twila B. AffleckSalt Lake City, UT 84105 Executive Officer Secretary


Foreword

The state of Utah is located in the cen-ter of the Rocky Mountain region with

a population of slightly over two millionresidents. The state is highly urbanizedwith approximately 80 percent of the resi-dents living in a narrow corridor within 50miles of Salt Lake City. Forty school dis-tricts serve nearly 500,000 students. In

1988, the Utah State Office of Educationlaunched an initiative to restructure thestate's public secondary school guidanceprogram based on a model developed byDr. Norman C. Gysbers at the Universityof Missouri, Columbia, and program imple-mentation strategies developed in Mis-souri. Utah schools are well into the imple-mentation of the Comprehensive Coun-seling and Guidance Program Model.

During the 1980s, there was a growingsense of concern with the counseling andguidance program in Utah's public sec-ondary schools. Counselor numbers werenot keeping pace with a burgeoning stu-dent population. During this time, pupil/counselor ratios rose from 430/1 to 550/1.The counselor's role was frequently de-bated, widely varied, and dominated by amyriad of nonguidance activities. Thecounselor's job was not viewed as beingvery attractive, counselor training institu-tions were producing very few counselors,and the shortage of trained counselorswas so severe that "certification" require-ments were substantially reduced for en-try-level counselors.

Counselors in the state were frequentlycriticized for providing one-dimensional"university-bound" guidance to students,and vocational educators had becomeparticularly dissatisfied with the lack ofguidance for students seeking to pursuevocational and technical training, work-based learning options, and direct entryinto the work force. Program administra-tors in the Utah State Office of Educationand leaders of the local vocational direc-tors' group believed dramatic measureswere needed to restructure guidance inthe state. They agreed to commit up to10 percent of federal, state, and local vo-cational education resources for guidancesupport. However, tied to this commitmentwas a stipulation that guidance be estab-lished as a full-fledged education program.

The Utah Comprehensive Guidance andCounseling Program Model varies littlefrom Gysbers' model described in Devel-oping and Managing Your School Guid-ance Program (Gysbers and Henderson,1988) and the Missouri Model (Gysbersand Starr, 1993). However, Utah adoptedthe National Occupational InformationCoordinating Committee (NOICC) compe-tencies, which focuses on student out-comes, as its desired program content.While the Comprehensive Counseling andGuidance Program Model, which hasbeen adopted in Utah, shares all of themajor characteristics of the Gysbers/Henderson and the Missouri models, it issingularly unique in its statewide approachto implementation and the near universaladoption by the secondary schools of thestate.

The Utah Model for Comprehensive Guidance

AcknowledgementsDr. R. Lynn Jensen has been the impetus for effectuating the change of the role ofthe school guidance counselor in Utah. He provided the leadership for the devel-

opment and eventual statewide implementation of the Utah Comprehensive Counsel-ing and Guidance Program Model.

Dr. Norman C. Gysbers has been a major contributor to the success of the Utah Com-prehensive Counseling and Guidance Program through his training of Utah counse-lors, school- and district-level administrators, and others.

Members of the original state Select Committee for Comprehensive Counseling andGuidance (positions held at the time of organization) are to be recognized for theircontribution to the success of the development and initial implementation of the Com-prehensive Counseling and Guidance Program Model.

Vern Fess lerApplied Technology EducationGranite School District

Neil ChristensenApplied Technology EducationAlpine School District

Lynn JensenCounseling and Career DevelopmentUtah State Office of Education

Roger MouritsenCertification and Personnel DevelopmentUtah State Office of Education

Joe 0. LukeState DirectorApplied Technology EducationUtah State Office of Education

Brian WalkerCounselorCrescent View Middle SchoolJordan School District

Dave NicolCareer Center DirectorGranite High SchoolGranite School District

Wendy MarsellCounselorDavis Applied Technology Center

Tom Feil

Student Services DirectorDavis School District

Fred RoweDepartment of Educational PsychologyBrigham Young University

Robert FinleyDepartment of Educational PsychologyUniversity of Utah

Elaine BurrowsCareer Center DirectorKearns High SchoolGranite School District

Dave RichardsPrincipalSkyline High SchoolGranite School District

Joan GrovesCounselorAcademy Park ElementaryGranite School District

0 The Utah Model for Comprehensive Guidance 6

Table of ContentsI. Conceptual Framework 1

Mission Statement 1

Rationale 3

Benefits 5

Assumptions 6

Program Elements 7

II. Structural Framework 8

Steering Committee 8

Advisory Committee 8

Staffing Patterns 9

Guidance Resources 9

Departmental Budget 10

Facilities and Space 10

III. Process of Delivery 11

Four Components of a Comprehen-sive School Guidance Program 12

Guidance Curriculum 13

Individual PlanningSEP/SEOP 14Responsive Services 15

System Support 16

Time Allocations 17

IV. Content Areas andStudent Competencies 18

Career Development Competenciesby Area and Level 19

V. A Strategy for Implementingthe Comprehensive Counseling andGuidance Program 20

Guidelines 21

Strategy 22

Resources 23

VI. Evaluation of Effectiveness 24Personnel Evaluation 24

Program Evaluation 25

Student Evaluation 25

Resource Evaluation 25

Appendix A: NOICC Competenciesand Indicators 27

Elementary School Student 27Middle/Junior High SchoolStudent 29

High School Student 32

Adult 36

Appendix B: Sample CounselorJob Descriptions 40

Elementary School Counselor 40

Middle/Junior High SchoolCounselor 42High School Counselor 44

Appendix C:Funding Procedures 47

Appendix D:Guidelines for the SEOP 51

Appendix E:National Career DevelopmentGuidelines and StaffCompetencies 54

The Utah Model for Comprehensive Guidance lei

I. CONCEPTUAL FRAMEWORK

MISSION STATEMENT

public education's mission is to assurer Utah the best educated citizenry in theworld and each individual the training tosucceed in a global society by providingstudents with skills for lifelong learning,occupational skills, character develop-ment, literacy, and basic knowledgethrough a responsive statewide educa-tional system that guarantees local schoolcommunities autonomy, flexibility, and cli-ent choice, while holding them account-able for results (Strategic Planning Act,1992).

The Utah State Public Education Strate-gic Plan envisions a system that person-alizes education for each student with 100percent of Utah's students achieving theobjectives of their individually developedStudent Education Plan (SEP) and Stu-dent Education Occupation Plan (SEOP).These lofty goals pose a tremendous chal-lenge for school counselors who are in akey position to influence student decisionmaking and planning. To meet this chal-lenge, counselors have moved from tra-ditional ancillary counselor services to aschoolwide Comprehensive Counselingand Guidance Program.

For many years, the school counselor hasplayed an important role in the educationand guidance of students in publicschools. Historically, school counselorshave been viewed as an appendage oras an ancillary service to the school's edu-cation mission. While the ancillary modelhas helped some students, it has beeninadequate in helping all students reachtheir potential.

Utah, along with several states such asMissouri, New Hampshire, Idaho, Ohio,and Alaska, has critically evaluated schoolcounseling and guidance services and hascommitted to implement a ComprehensiveCounseling and Guidance Program thatfocuses on:

Reaching 100 percent of the studentpopulation.Providing a programmatic approach toguidance.Ensuring accountability.Eliminating nonguidance activities(clerical duties that could be done bynoncertificated personnel).Developing student competencies toaddress student needs.Defining the role of the school coun-selor within the Comprehensive Coun-seling and Guidance Program Model.

Using the strategic plan as the primaryimpetus for counseling reform, and theUtah Comprehensive Counseling andGuidance Program as a model, guidanceis now recognized as a critical componentof the educational system. Administrators,counselors, teachers, and parents viewguidance as a vital component of everystudent's education. This has been ac-complished by developing a Comprehen-sive Counseling and Guidance Programfor all students.

A school guidance program mission state-ment is unique to each individual schooland community. However, programs tendto focus on program goals that will:


Impact all students in a powerful andeffective way as to the importance ofcareer decision making and planningfor life after high school.

Encourage and assist each student indeveloping a SEP or a SEOP.

Direct the guidance program to pro-vide opportunities for student growthin the areas of self-knowledge, edu-cational and occupational exploration,and career development.

Involve the school (students and staff),the home (entire family), and the com-munity (neighborhood and work force)in implementing a ComprehensiveCounseling and Guidance Program.

"Public education's mission is to assure Utah the besteducated citizenry in the world and each individualthe training to succeed in a global society..."

0 The Utah Model for Comprehensive Guidance

RATIONALE

A s Utah continues to implement and.refine its counseling and guidanceservices, modifications must be based ona solid rationale. This section identifiesand clarifies the justification for these ser-vices within the overall school program.

SELF-KNOWLEDGE: The Utah Compre-hensive Counseling and Guidance Modelis designed to assist students through spe-cific self-appraisal and self-improvementactivities to better enable them to effec-tively plan to meet educational and careergoals, improve interpersonal relationships,assume responsibility for personal behav-ior, and become responsible citizens.

DECISION MAKING: Mastery of decision-making skills and the application of theseskills to life and career planning are criti-cal to the future success of Utah's stu-dents. Included in the decision-makingprocess are skills to apply personal val-ues, to gather and use relevant informa-tion, to understand the relationship be-tween planning and eventual outcomes,to be aware of the need to adapt plans inresponse to changes in time and circum-stances, and to identify the steps neededto make personal decisions.

RESPONDING TO CHANGE: As stu-dents face changes in familial and peersituations, they often experience a senseof powerlessness, which can be reducedthrough the effective use of counselingand guidance activities in the school.

Technological and scientific advances,together with other shifts in society, haveleft students unacquainted with many ca-

reer options available to them. In addi-tion, students today are likely to assumemore roles, function in more diverse set-tings, and experience more unique lifeevents than in any previous generation.Students will need to be more familiar withthe effects of change. These are majorareas that can be appropriately enhancedby a Comprehensive Counseling andGuidance Program.

PLACEMENT ASSISTANCE: Becauseof the vast array of options available tostudents both during and following theirsecondary school experience, it is criticalthey have access to informed counselorswho can assist them in planning for andmaking connections to their next steps.The Utah Comprehensive Counseling andGuidance Program can meet this need byproviding and coordinating skill develop-ment in the following areas: knowledge ofthe spectrum of educational courses andprograms; understanding of the relation-ships of courses and programs to personaland societal needs and goals; skill devel-opment in using a wide variety of infor-mation and resources; understanding ofthe pathways and linkages between sec-ondary and postsecondary courses andprograms; and skill development in writ-ing resumes, searching for jobs, and in-terviewing for jobs.

RELEVANT EDUCATION: Student com-placency in school and student dropoutfrom school programs can stem from theperception that school is not directly rel-evant to life. The Comprehensive Coun-seling and Guidance Program seeks to in-crease relevancy in school courses and

"The workof Dr. NormGysbershas beenespeciallyhelpful in thedevelopmentof this ratio-nale and hiscontributionis greatlyacknowl-edged."

The Utah Model for Comprehensive Guidance 01 0

to help students see how the skills andknowledge they obtain in school help tofulfill their present and future needs. Thisideal is more likely to be attained as stu-dents develop specific goals and plansthrough the SEP process facilitated byteachers and the SEOP process facilitatedby school counselors.

"The Utah Comprehensive Counseling and GuidanceModel is designed to assist students through specificself-appraisal and self-improvement activities tobetter enable them to effectively plan to meeteducational and career goals..."


BENEFITS

The following benefits have been reportedby schools implementing a Comprehen-sive Counseling and Guidance Program:

BENEFITS FOR STUDENTS1. Guarantees guidance services to all

students.2. Promotes a developmental approach

in sequencing guidance activities.3. Increases the opportunity for counse-

lor-student interaction.

BENEFITS FOR PARENTS1. Provides support for parents regard-

ing their child's development.2. Establishes a system for a student's

long-range planning.3. Increases opportunities for parent-

counselor interaction.

BENEFITS FOR TEACHERS1. Encourages positive, calendared ac-

tivities and supportive working rela-tionships.

2. Promotes a team effort to addressdevelopmental skills and core compe-tencies.

3. Increases teacher accessibility to thecounselor as a classroom presenterand resource person.

BENEFITS FOR ADMINISTRATORS1. Creates a structured program with

specific guidance content.2. Provides a means for measuring

effectiveness of guidance programs.3. Enhances community image of the

guidance program.

BENEFITS FOR LOCAL BOARDS OFEDUCATION1.

2.

3.

Presents the rationale for includingguidance as a comprehensive pro-gram in the school system.Provides district patrons with currentdata regarding student competenciesobtained through guidance programefforts.Establishes a basis for determiningguidance funding allocations.

BENEFITS FOR THE BUSINESS,INDUSTRY, AND LABOR1. Provides increased opportunity for

collaboration and active participationamong counselors and business,industry, and labor communities.

2. Increases accessibility to thecounselor.

3. Prepares a potential work force withdecision-making skills, preemploy-ment skills, and increased workermaturity.

BENEFITS FOR GUIDANCEPERSONNEL1. Defines a clear role and function that

are educationally based.2. Eliminates nonguidance functions and

revitalizes a professional identity.3. Provides a tool for program manage-

ment and accountability.


ASSUMPTIONS

T he following statements representsome of the basic assumptions on

which the activities of the Utah Compre-hensive Counseling and Guidance Pro-gram are based:

Excellence in providing guidanceprogram services is best achievedby focusing on competenciesrather than duties and structuralaspects of a program.

Guidance programs and instruc-tional programs are equal partnersin the educational process.

Under the direction of the advisory com-mittee, the steering committee, and schooland district administrators, the schoolcounselors have the overall responsibilityfor implementing and evaluating the Com-prehensive Counseling and GuidanceProgram.

Counseling and guidance out-comes will be accomplishedthrough planned activities in eachof the four components of a Com-prehensive Counseling and Guid-ance Program: guidance curricu-lum, individual planning, respon-sive services, and system support.

All students will benefit from theguidance program. The rights andneeds of students in relation totheir diversity will be an integralpart of plans and programs.

Program priorities will be estab-lished based on the results ofneeds assessments as well asgoals set at the national, state, and

district levels.

An effective guidance program isdevelopmental as well as compre-hensive.

The guidance program will beevaluated at least annually to de-termine areas of success as wellas deficiency.

The program will remain flexible inorder to be responsive to thechanging needs reflected in peri-odic assessments and evaluation.


1 3

Utah Comprehensive Counseling and Guidance Program Model

PROGRAM EL TS

FRAMEWORK

ConceptualFramework

Mission StatementRationaleBenefitsAssumptions

Structural Framework

Steering CommitteeAdvisory CommitteeStaffing PatternsBudgetGuidance ResourcesFacilities

PROGRAMDELIVERYCOMPONENTS

Guidance Curriculum

ClassroomPresentationsStructured Groups

Individual Planntrig

SEP/SEOPAdvisementAssessment

Responsive Services

Individual CounselingSmall-GroupCounselingConsultationReferral

System Support

ManagementPublic RelationsProfessionalDevelopmentEvaluation

SUGGESTED TIME DISTRIBUTION

CONTENT

Competencies

Self-knowledgeEducational andOccupationalExplorationCareer Planning

ElementarySchool

Percentages

Middle/JuniorHigh School

HighSchool

Guidance Curriculum 40 35 25

Individual Planning 10 25 35

Responsive Service 35 25 25

System Support 15 15 15

Totals 100 100 100

RESOURCES

Human

SchoolCommunityBusiness and Labor

Political

School BoardsLegislaturePolicy

Financial

State FundingGrants

Technological

EquipmentManagementSystems


14

II. STRUCTURAL FRAMEWORKThe Utah Comprehensive Counseling and Guidance Program is defined by thefollowing structural components:

STEERING COMMITTEE

ADVISORY COMMITTEE

STAFFING PATTERNS

STEERINGCOMMITTEE

he steering committee provides on-site school management for the guid-

ance program. The committee consistsof school staff members who work closelywith the Comprehensive Counseling andGuidance Program. Members of this com-mittee consist of the school counselorsand others selected from school adminis-trators, student services personnel, spe-cial education team leaders, applied tech-nology education team leaders, teachers,other ad hoc faculty members, and stu-dents involved in the delivery of guidanceservices and activities. The chair of thiscommittee is usually the guidance pro-gram leader or head counselor.

GUIDANCE RESOURCES

DEPARTMENTAL BUDGET

FACILITIES AND SPACE

ADVISORYCOMMITTEE

T he advisory committee provides sup-port and assists in establishing a di-

rection and in setting goals for the school'sComprehensive Counseling and Guid-ance Program. The steering committeeactively solicits input from the advisorycommittee. The advisory committee de-velops broad guidance goals based on anassessment of student needs, whereasthe steering committee designs the meth-ods to implement and achieve the goals.The advisory committee provides informa-tion on community and parental expecta-tions for the program. This committee pro-vides two-way communication betweenthe school and community. The advisorycommittee membership includes individu-als representing both the school and com-munity: school staff, students, parents,PTSA leaders, school board members,and community and business leaders.The members should have an interest andshared enthusiasm for guidance.


STAFFINGPATTERNS

ris recommended that:

The school principal and head coun-selor assume leadership for the man-agement of the program.

The program leaders actively seek theadvice and support of all staff involvedin the delivery of guidance services.

Guidance functions are differentiatedaccording to staff interest and expertise.

Hours for guidance services should beflexible in order to accommodate stu-dent and parent schedules and to pro-vide expertise and resources whenneeded.

There be at least one counselor forevery 400 students.

Sufficient secretarial help be providedto free counselors from noncounselingduties and assist with clerical manage-ment of the program.

There be a placement coordinator orcareer center director at the second-ary level.

Sufficient personnel be provided, un-der the supervision of the counselingdepartment, to staff career and com-puter centers and assist with place-ment at the secondary level.

In schools with more than one counselor,it is recommended that a head counselorbe identified. So that individuals desig-nated as a head counselor can organizeor manage the guidance program, consid-eration may be given to reducing their stu-dent caseload.

GUIDANCERESOURCES

To support the goals outlined in theComprehensive Counseling and

Guidance Program, equipment and ma-terials may include such things as com-puters and printers, the Utah Choices (Ca-reers Information Delivery System) soft-ware, audio/visual equipment, guidancecurriculum, pamphlets, books, and videos.An accessible, up-to-date communicationsystem with such capabilities as faxing,voice mail, computer networking, andthe Internet is essential. Program needsshould be evaluated and updatedannually.

Personnel who are key to the Comprehen-sive Counseling and Guidance Programimplementation include counselors, teach-ers, teacher advisors, administrators,school psychologists, special educationteachers, other student services person-nel, and district personnel. All staff ex-pertise is involved in the delivery of guid-ance services. Community resourcessuch as the Department of Family Ser-vices and Mental Health, business andindustry, public service organizations, andparents will also be utilized. In addition,information and materials are made avail-able through the state guidance special-ist as well as at annual, state-sponsoredconferences and workshops.


DEPARTMENTALBUDGET

T t is critical to establish a budget for the1Comprehensive Counseling and Guid-ance Program. The guidance team canwork with the school principal and the dis-trict to establish a budget that adequatelysupports the program. The program bud-get should be reviewed annually so theevolving goals of the advisory committeecan be accomplished.

The Utah State Legislature providesfunding for implementation and mainte-nance of the Comprehensive Counselingand Guidance Program in Utah's schools(see Appendix C for funding procedures).

FACILITIESAND SPACE

T o fully implement the Comprehensive1 Counseling and Guidance Program,a guidance center is established to pro-vide personal/social, educational, andcareer planning support for students, par-ents, and staff. This center creates thefirst impressions students, parents,teachers, and others have of the school'sguidance program. It is important for theguidance center to promote an inviting andsupportive atmosphere and to reflect pro-gram goals through visual aids and dis-plays. Other facilities and space require-ments may include:

A computer lab with sufficient comput-ers to accommodate a classroom-sizegroup.

Properly equipped private offices.

Adequate space for individual andsmall-group counseling in addition tofacilities and space to accommodateindividual and small-group SEP/SEOPconferences.

Adequate storage space.

An adequate reception and waitingarea.

Adequate space for a career center.

An available classroom for the deliv-ery of guidance curriculum.


HI. PROCESS OF DELIVERY

Various methods of delivery are em-ployed through the Comprehensive

Counseling and Guidance Program toensure that the guidance programreaches every student. Four componentshave been identified as fundamental ele-ments of the Utah model. Guidance cur-riculum provides a vehicle to deliver guid-ance program content in a systematic wayto all students through classroom activi-ties. Individual planning responds to theincreasing need for all students to plan,monitor, and understand their growth anddevelopment. In addition, this componentsupports the SEP/SEOP process throughwhich students work with their parents,counselors, and key educators to preparefor their next steps personally, education-ally, and occupationally. The responsiveservices component was includedbecause of the need in comprehensiveguidance programs to respond to the criti-cal needs of students. Finally, systemsupport was selected because guidanceprogram processes are effective onlywhen support activities, such as training,staff development, and evaluation, are es-tablished. System support was also in-cluded because the guidance programprovides support to other programs in theschool. These components serve as or-ganizers for the guidance methods, tech-niques, and resources required in a Com-prehensive Counseling and GuidanceProgram.

Guidance Curriculum is designed toaddress competencies to be developed

by all students and implementedthrough classroom and group activities.

Individual Planning/Student Educa-tion Plan and Student EducationOccupation Plan involves students,their parents, and school counselorsin a planning process that guides andmonitors the students' personal/social, education, and career develop-ment.

Responsive Services focuses onproviding help to students who faceobstacles that interfere with personal/social, education, or career develop-ment through prevention and interven-tion programs, counseling, consulta-tion, and referral.

System Support includes the man-agement of activities that establish,maintain, and enhance the total guid-ance program and support the totalschool program.

The guidance curriculum, individual plan-ning, and responsive services compo-nents constitute the direct services to stu-dents portion of the program. Counse-lors are required to spend no less than 80percent of their time providing direct ser-vices to 100 percent of the student popu-lation and limit indirect services (systemsupport) to not more than 20 percent oftheir time.

The Utah Model for Comprehensive Guidance II3

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GUIDANCECURRICULUM

Guidance curriculum consists ofstructured, developmentally se-

quenced activities presented systemati-cally through classroom and groupsettings. The curriculum is designed torespond to each of the NOICC (NationalOccupational Information CoordinatingCommittee) competencies, which are or-ganized according to the following contentareas:

SELF-KNOWLEDGE

EDUCATIONAL ANDOCCUPATIONAL EXPLORATION

CAREER PLANNING

Guidance curriculum activities are gener-ally prioritized based on the results of theneeds assessment.

The guidance curriculum is deliveredthrough strategies that include:

Classroom Presentations and Activi-ties: Counselors teach or assist in teach-ing guidance curriculum activities or unitsin the classroom, guidance center, or otherschool facilities. This is not limited to oneor two subjects but may include all areasin the total school curriculum.

Group Activities: Counselors conductgroups outside the classroom to respondto identified student interests or needs.Counselors plan and lead structured ac-tivities to increase the skills and knowl-edge of the students.

Other Strategies: Schools may chooseto use other delivery strategies, such asteacher advisory programs, peer leaders,and instructional television programs.

The counselor can be both a facilitator anddeliverer of the guidance curriculum. Thecontent areas are further defined as stu-dent competencies with indicators in Sec-tion IV and in Appendix A.

The Utah Model for Comprehensive Guidance WID0w1

(SeeAppendix D

for furtherclarification

of theSEOP

process.)

111

INDIVIDUAL PLANNING-SEP/SEOP

T his component has been defined bythe Utah State Board of Education

and the Utah State Legislature as the Stu-dent Education Plan (SEP) and the Stu-dent Education Occupation Plan (SEOP).Individual planning involves a process thatincludes activities to assist students inplanning, monitoring, and managing theirown learning as well as their personal andcareer development. Through the indi-vidual planning process, students aregiven opportunities to evaluate their edu-cational, occupational, and personalgoals. The activities in this component areplanned and directed by the counselor.They may be delivered on an individualand/or small-group basis.

Individual Planning is delivered throughstrategies that include:

Guidance Curriculum: Curriculum activi-ties are classroom presentationssequenced by grade level in areas ofself-knowledge, educational occupationalexploration, and career planning.

Individual Appraisal: Counselors workwith students in analyzing and evaluatingtheir abilities, interests, test information,transcripts, extracurricular activities, corn-petencies, leadership roles, course work,and other data as the basis for assistingin the development of immediate and long-

range plans.

Individual Advisement: Information fromthe individual appraisal is used along withguidance curriculum and other currentcareer information sources to help stu-dents plan personal, educational, and ca-reer goals.

Parent/Student Meetings: Counselorswill meet with students and their parentsannually in individual and/or small-groupplanning conferences to review the goalsresulting from individual advisement.Goals will be revised as necessary to beconsistent with current data.

Next Step Planning and Follow-up:Transitions from one educational programto another, from one school to another, orfrom school to work will be successful ascounselors support students in gatheringinformation, overcoming barriers, and es-tablishing necessary connections.

leThe Utah Model for Comprehensive Guidance

22

RESPONSIVESERVICES

rTlhe responsive services component ofthe Comprehensive Counseling and

Guidance Program is designed to meetthe immediate needs and concerns of in-dividual students. These needs mayrequire counseling, consultation, referral,or general information. The overall focusof responsive services is prevention andintervention through activities and pro-grams that are developed in response tostudents' needs. Responsive services areavailable to all students and are often stu-dent, parent, or teacher initiated. Someareas of focus may include dropout pre-vention, student assistance programs,peer leadership teams, and drug and al-cohol prevention. While counselors havetraining and skills to respond to theseneeds and concerns, the cooperation andsupport of the entire faculty are necessaryfor successful implementation of this com-ponent.

Strategies to make responsive servicesavailable to all students include:

Classroom Presentations: Counselorsteach or assist in teaching guidance cur-riculum activities or units (focusing on re-sponsive services issues) in the class-room, guidance center, or other schoolfacilities. Such classroom presentationsare not limited to one or two subjects ar-eas but may include all areas in the totalschool curriculum.

Parent Education: Counselors may beasked to conduct or organize orientationor training for parents in response to aparticular need or concern of students.

Consultation: Counselors may consultwith students, parents, teachers, othereducators, and community agencies re-garding strategies to help students.

Individual/Group Counseling and Con-ferences: Counseling may be providedon a small-group or individual basis for stu-

dents who express concern or have somedifficulty dealing with relationships, griefor loss, personal matters, and develop-mental issues. Students are assisted inidentifying problems, causes, alternatives,and possible consequences so that plan-ning and appropriate action occur.

Crisis Counseling: Students and theirfamilies may be supported during emer-gency situations by counselors who canprovide short-term counseling and refer-ral to other appropriate support services.Counselors provide leadership for thedevelopment of a school crisis interven-tion plan.

Referral: Counselors may use referralsources to help students deal with seri-ous life crises, such as suicide, violence,abuse, and terminal illness, that lie beyond

the scope of the counselor's expertise and/or time. Referral sources include mentalhealth agencies, employment and train-ing programs, vocational rehabilitation,juvenile justice services, and/or socialservices.

The Utah Model for Comprehensive Guidance re23

SYSTEMSUPPORT

System support activities establish,maintain, and enhance the Compre-

hensive Counseling and Guidance Pro-gram and support the total operation ofthe school. This component is carried outthrough activities in the following areas:

Program Development, Implementa-tion, and Management: Conductingsteering and advisory committee meet-ings, setting aside planning time forweekly department meetings, preparingcalendars of events, and communicatingplans to appropriate individuals are someexamples of the tasks needed to supportthe Comprehensive Counseling and Guid-ance Program.

Statewide, there are schools that havemet program standards and have staffmembers who can assist others in mak-ing the transition to implement a Compre-hensive Counseling and Guidance Pro-gram or assist in assessing and evaluat-ing the program.

Program Assessment and Evaluation:A Comprehensive Counseling and Guid-ance Program is dynamic. A schoolshould use the self-study and programstandards checklist to review the statusof the guidance program on an annualbasis.

Resource Management: A school shouldensure that all funds and resources thatare provided for the guidance program aremanaged efficiently. This includes creat-ing a budget and a system for assessingthe effectiveness of all resources.

Staff/Community Relations: Teacher,administrator consultation and staff devel-opment, school and community presen-tations, newsletters, and the local mediawill be utilized in orienting others to theComprehensive Counseling and Guid-ance Program. Counselors may serve ondepartmental committees or communityadvisory boards to further generate sup-port and understanding by staff and com-munity and to promote schoolwide im-provement. Counselors are at the tablewhen decisions about school programsare made.

Research and Publication: Guidanceprogram evaluation, follow-up data, andthe development of guidance curriculumactivities should be shared by counselorsto promote the research and developmenteffort.

Community Outreach: Counselors mayplan visits with local business leaders,social service agency representatives, jobservice personnel, and others to becomeknowledgeable about community re-sources, labor market trends, and employ-ment opportunities. In turn, they seeksupport from groups to serve as membersof the advisory committee, participate incareer days, etc.

elThe Utah Model for Comprehensive Guidance 24

Professional Development: Counselorsneed to be well trained in the Comprehen-sive Counseling and Guidance Program.Counselors are involved regularly in up-dating their professional knowledge andskills. Activities might include participa-tion in professional organizations andinservice training, and reviewing or con-tributing to professional literature.

Professional Consultation: Counselorsprovide professional input to resolveschoolwide or staff problems, assist ininservice training, address personal orschool-related issues, and facilitate pro-fessional growth.

TIMEALLOCATIONS

The percentage of time allocated for eachof the four components may vary accord-ing to student and school needs. Attend-ing to age-appropriate developmentalneeds of students via the guidance cur-riculum will be a top priority. Suggestedtime distributions for high school, middle/junior high school, and elementary schoolthat provide adequate balance among thefour components are outlined to the right.Guidance Curriculum, Individual Plan-ningSEP/SEOP, and ResponsiveServices constitute the direct services tostudents in the program. Counselorsshould spend a minimum of 80 percent oftheir time providing direct services and 20percent or less of their time in indirect ser-vices.

TIME DISTRIBUTIONCOMPREHENSIVE GUIDANCE

PROGRAM COMPONENTS

HIGH SCHOOLGuidance Curriculum 25%Individual Planning/SEOP 35%Responsive Services 25%System Support 15%

MIDDLE/JUNIOR HIGH SCHOOLGuidance Curriculum 35%

Individual Planning/SEOP 25%Responsive Services 25%System Support 15%

ELEMENTARY SCHOOLGuidance Curriculum 40%Individual Planning/SEP 10%

Responsive Services 35%System Support 15%

A master calendar is developed that re-flects all of the major activities of the com-ponents of the Comprehensive Counsel-ing and Guidance Program. As a result,the program will be visible at a glance. TheComprehensive Counseling and Guid-ance Program standards require counse-lors to show evidence that the time allo-cations are being met. A master calendarand/or counselor daily log constitutes suchevidence.


25

IV. CONTENT AREAS AND STUDENTCOMPETENCIES

The content for the ComprehensiveCounseling and Guidance Program is

based on student competencies and indi-cators developed as the National CareerDevelopment Guidelines. The guidelinesproject was initiated by the National Oc-cupational Information Coordinating Com-mittee (NOICC) in 1987. The guidelineshave been endorsed by the AmericanCounseling Association (ACA), the Ameri-ca n School Counselor Association(ASCA), the Guidance Division of theAmerican Vocational Association (AVA),the National Career Development Asso-ciation, and other professional associa-tions.

The guidelines provide a core of compe-tencies and indicators for each of four lev-els: elementary, middle/junior high, highschool, and adult. Competencies areviewed as broad goals; indicators describespecific attitudes, knowledge, and skills.The competencies at each level are con-

sistent with the general developmentalcapabilities of students at that level. Thecompetencies that address both personaland career development are organizedaround three broad content areas:

SELF-KNOWLEDGE

EDUCATIONAL ANDOCCUPATIONAL EXPLORATION

CAREER PLANNING

The chart on the following page outlinesthe student competencies by area andlevel. A complete outline of student com-petencies and indicators can be found inAppendix A. School/district guidance pro-grams may consider other competenciesand indicators to support or enhance thecontent area of the Comprehensive Coun-seling and Guidance Program as identi-fied through the SCANS Report, the ASCAStandards, the schoolwide needs assess-ment, the USOE Life Skills document, etc.

elThe Utah Model for Comprehensive Guidance9 0o

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2728

V. A STRATEGY FOR IMPLEMENTINGTHE COMPREHENSIVE COUNSELINGAND GUIDANCE PROGRAM

rrhe Comprehensive Counseling andGuidance Program described in this

document represents a statewide commit-ment to ensure a more consistent ap-proach to guidance services. Parents canbe confident that as their students movefrom elementary to middle/junior high tohigh school, or from one school to another,

they can build their education and careerplans from a similar experience base.

It takes time to develop a new programwhile living with the current one. Planning,therefore, is essential in outlining steps thatare feasible and can be accomplishedeach year as the program is implemented.Eventually, all program components will bein place, and all student competencies andindicators can be fully realized.

The following pages outline guidelines andstrategies for program implementation. Asyou review your existing guidance ser-vices, recognize elements that may al-ready be in place, identify others that mayneed to be revised, and still others thatmay be missing all together. It is not es-sential to complete each task sequentially;in fact, several tasks may be worked onsimultaneously. Eventually, all tasks needto be completed to fully implement theComprehensive Counseling and Guid-ance Program.


GUIDELINES

1. Become familiar with the Comprehen-sive Counseling and Guidance Pro-gram and establish local program pri-orities.

2. Seek school- and district-level admin-istrative and financial support.

3. Assess the current program by com-paring existing activities to the expec-tations of the new program.

4. Conduct a needs assessment in eachof the program component areas toestablish priorities and localize pro-gram outcomes.

5. Develop a plan to revise existingschool programs to make them con-sistent with the Comprehensive Coun-seling and Guidance Program.

6. Implement the program as designedat the local level.

7. Evaluate the effectiveness of the re-vised program.

8. Continue to revitalize the programbased on evolving social, educational,and career needs.

The Comprehensive Counseling andGuidance Program places counselors ina position to proactively guide students toreach their potential. Counselors becomehighly visible. They are in the classroomon a regular, planned basis. They are re-source consultants to teachers as bothteachers and counselors implement theguidance curriculum. The ComprehensiveCounseling and Guidance Programpromotes the view of counselors asinvaluable professionals within theeducational community.

With support from the Utah State Officeof Education and local school districts,counselors are in a key position to affectchanges within their own systems. Coun-selors can engender cooperation betweenschool personnel and the community totake the necessary steps to successfulprogram implementation.

The Utah Model for Comprehensive Guidance ai30

STRATEGY

PHASE I: Establish Your ProgramPriorities

Task 1: Select members for asteering committee and an advisorycommittee.

Task 2: Familiarize your guidanceteam and school staff with theComprehensive Counseling andGuidance Program.

Task 3: Establish feasible outcomepriorities and present them to theadvisory committee.

Task 4: Conduct a needs assess-ment with students, parents, andteachers in the program contentareas.

Task 5: Write a program definitionand philosophy based on the Com-prehensive Counseling and Guid-ance Program.

Phase II: Conduct an Analysis of YourCurrent Program

Task 6: List all current counselingand guidance activities.

Task 7: Write a description of eachactivity.

Task 8: Assess the value of eachactivity.

Task 9: Identify differences in yourprogram and your outcome priorities.

Task 10: Survey your time usage forthe four program elements for atleast one school year.

Phase III: Develop Your ProgramDescription

Task 11: Identify new activitiesnecessary to accomplish outcomepriorities and write a description ofeach.

Task 12: Develop a guidance plan-ning matrix and calendar of activitiesfor each month of the school yearcategorized by the four programcomponents.

Task 13: Write job descriptions forguidance personnel.

Task 14: Write and distribute thedescription of the desired program.

Phase IV: Implement Your Program

Task 15: Develop a strategy forimplementation. Implement theguidance curriculum for each gradelevel grouping.

Task 16: Implement individualplanning for each grade level grouping.

Task 17: Implement responsiveservices available to all students.

Task 18: Plan a media event tocelebrate and recognize the imple-mentation of your program.

Phase IV: Evaluate Your Program

Task 19: Monitor and measureprogram results, effectiveness,progress, and accomplishments.

Task 20: Assess counselor accom-plishments and performance.

Task 21: Measure student results.

elThe Utah Model for Comprehensive Guidance

31

RESOURCES

The vision of adapting the school, oldor new, to fit the dynamics of the Com-

prehensive Counseling and GuidanceProgram is critical. In addition to re-sources previously identified, particularattention can be given to identification andutilization of all resources available.

Human Resources: Counselors, admin-istrators, teachers, students, parents,community leaders, and business and la-bor personnel all play a role in the school'sguidance program. Counselors are themain providers of counseling and guid-ance services; however, support of oth-ers is critical to the success of the pro-gram. The advisory committee is one wayto capture the talent and energy of all hu-man resources.

Political Resources: Full endorsement ofthe guidance program by the local Boardof Education is one way to mobilize politi-cal resources. Other examples of politi-cal resources are clear school, district, andstate policy statements that highlight thenature of the guidance program. We arefortunate in Utah to have well-defined statepolicy for the Comprehensive Counselingand Guidance Program, program funding,and the SEP/SEOP process.

Financial Resources: Financial re-sources stem from the Utah State Legis-lature, which has provided funding forimplementation and maintenance of theComprehensive Counseling and Gu id-ance Program in Utah's schools (seeAppendix C).

Technological Resources: In order toaccomplish the core elements of the Com-prehensive Counseling and GuidanceProgram, counselors must maximize theirtime to understand and utilize technologyin areas of student information manage-ment systems as well as in classroomguidance curriculum presentations, etc.Technological resources are imperative!Information on new materials and otherresources of this nature is made availablethrough the state guidance specialist aswell as at annual, state-sponsored con-ferences and workshops.

The Utah Model for Comprehensive Guidance ea3 2

VI. EVALUATION OF EFFECTIVENESS

Evaluation is an integral part of the Com-prehensive Counseling and Guidance

Program. Two key elements are essentialto evaluate a guidance program: (1) awritten description of the school's programand (2) evidence to support that thewritten program is in fact being imple-mented. Discrepancies between thewritten program and the implementedprogram will prevent a school from quali-fying for program-approval status. To con-duct an evaluation of a ComprehensiveCounseling and Guidance Program,program standards must be in place. Pro-gram standards are recognized measuresor the criteria used to make judgmentsabout the nature of the program and thedegree to which the program is in place.The program standards for the Utah Com-prehensive Counseling and GuidanceProgram are embedded in state statuteand Utah State Board of Education Ad-ministrative Rules (see Appendix C).

Evaluation can provide evidence ofprogram contributions and can identifyprogram strengths and weaknesses. It isnot done only at the end of an activity orat the end of the school year. It is ongo-ing and leads to program refinements andadjustments as the program is faced withthe challenge of maintaining lofty programstandards.

Counseling and guidance departmentsshould be at the forefront of writing andtelling about what they are doing, how theyare spending their time, the effects thatsystematically planned and implementedguidance activities have on students, etc.Research shows that parental, faculty, and

administrative support dramaticallyincreases when all parties know what isbeing done and the benefits that accrue.

There are four components to successfulevaluation of the Comprehensive Coun-seling and Guidance Program: personnelevaluation, program evaluation, studentevaluation, and resource evaluation.

PERSONNELEVALUATION

Job Description: In establishing a per-formance-based evaluation system forschool counselors, the first step is toestablish a written job description basedon the Comprehensive Counseling andGuidance Program structure. One job de-scription should be developed for coun-selors at each levelelementary, middle/junior high, and high school. Sample jobdescriptions for each level can be foundin Appendix B.

Counselor Performance Evaluation: Aperformance evaluation instrument shouldbe developed using the counselor job de-scription as well as the National CareerDevelopment Guidelines (see Appendix E

for the National Career DevelopmentGuidelines and Staff Competencies). In

eaqh area of responsibility, the standardsof performance need to be described,ranging from unsatisfactory to exemplary,in observable and measurable terms. Theusefulness of this type of evaluation in-strument goes beyond making a judgmentabout past performance. It also helps tar-get future directions and goals.

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PROGRAMEVALUATION

Program evaluation involves completinga self-study and then conducting an on-site review of the school's guidance pro-gram. The self-study is a full, written de-scription of how the guidance program ismeeting the program standards. The stan-dards and indicators are derived from thestructural and programmatic componentsof the Comprehensive Counseling andGuidance Model. School guidance pro-grams must provide evidence that thewritten Comprehensive Counseling andGuidance Program has been fully imple-mented. The program evaluation processis called an on-site review. Indicators thatdescribe the nature and substance of theprogram standards have been developedand are thoroughly described in the Self-Study for Meeting Comprehensive Coun-seling and Guidance Program Standardsand the On-Site Review Form for ProgramApproval.

STUDENTEVALUATION

Student evaluation measures theimpact of the Comprehensive Counselingand Guidance Program on student per-ceptions of school and student achieve-ment. Student evaluation is a resultsevaluation. It is necessary to look atwhether or not students master guidancecompetencies. It is critical to determine ifstudents develop and use individual edu-cation and occupation plans. It is alsoimportant to gather data that support thepositive effect of the guidance program onschool climate, school goals, etc. Con-sider a variety of ways to evaluate theimpact of the program on students.

RESOURCEEVALUATION

It is critical to evaluate and assess theeffectiveness of resources that supportyour school program. Such a review orassessment may be needed to review theeffectiveness of the career center, tech-nological or other media resources, cur-riculum materials, and testing and assess-ment instruments. Materials andresources may become outdated quickly.

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APPENDIX A:NOICC COMPETENCIES AND INDICATORS

ELEMENTARY SCHOOL STUDENT

Self-Knowledge

COMPETENCY I: Knowledge of the importance of self-concept.1 Describe positive characteristics about self as seen by self and others.2. Identify how behaviors affect school and family situations.3. Describe how behavior influences the feelings and actions of others.4. Demonstrate a positive attitude about self.5. Identify personal interests, abilities, strengths, and weaknesses.6. Describe ways to meet personal needs through work.

COMPETENCY II: Skills to interact positively with others.1. Identify how people are unique.2. Demonstrate effective skills for interacting with peers and adults.3. Demonstrate group membership skills.4. Identify sources and effects of peer pressure.5. Demonstrate appropriate behaviors when peer pressures are

contrary to one's beliefs.6. Demonstrate awareness of different cultures, lifestyles, attitudes,

and abilities.

COMPETENCY III: Awareness of the importance of growth and change.1. Identify personal feelings.2. Identify ways to express feelings.3. Describe causes of stress.4. Identify and select appropriate behaviors to deal with specific

emotional situations.5. Demonstrate healthy ways of dealing with conflicts, stress,

and emotions in self and others.6. Demonstrate knowledge of good health habits.

Educational and Occupational Exploration

COMPETENCY IV: Awareness of the benefits of educational achievement.1. Describe how academic skills can be used in the home and community.2. Identify personal strengths and weaknesses in subject areas.3. Identify academic skills needed in several occupational groups.4. Describe relationships among abilities, effort, and achievement.5. Implement a plan of action for improving academic skills.


6. Describe school tasks that are similar to skills essential for job success.7. Describe how the amount of education needed for different

occupational levels varies.

COMPETENCY V: Awareness of the relationship between work and learning.1. Identify different types of work, both paid and unpaid.2. Describe the importance of preparing for occupations.3. Demonstrate an understanding of the importance of practice,

effort, and learning.4. Describe how current learning relates to work.5. Describe how one's role as a student is like that of an adult worker.

COMPETENCY VI: Skills to understand and use career information.1. Describe work of family members, school personnel, and community

workers.2. Identify occupations according to data, people, and things.3. Identify work activities of interest to the student.4. Describe the relationship of beliefs, attitudes, interests, and

abilities to occupations.5. Describe jobs that are present in the local community.6. Identify the working conditions of occupations (e.g., inside/outside,

hazardous).7. Describe ways in which self-employment differs from working for others.8. Describe how parents, relatives, adult friends, and neighbors can

provide career information.

COMPETENCY VII: Awareness of the importance of personal responsibility andgood work habits.

1. Describe the importance of personal qualities (e.g., dependability,promptness, getting along with others) in getting and keeping jobs.

2. Demonstrate positive ways of performing working activities.3. Describe the importance of cooperation among workers to

accomplish a task.4. Demonstrate the ability to work with people who are different from

oneself (e.g., race, age, gender).

COMPETENCY VIII: Awareness of how work relates to the needs and functionsof society.

1. Describe how work can satisfy personal needs.2. Describe the products and services of local employers.3. Describe ways in which work can help overcome social and

economic problems.


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Career Planning

COMPETENCY IX: Understanding how to make decisions.1. Describe how choices are made.2. Describe what can be learned from making mistakes.3. Identify and assess problems that interfere with attaining goals.4. Identify strategies used in solving problems.5. Identify alternatives in decision-making situations.6. Describe how personal beliefs and attitudes affect decision making.7. Describe how decisions affect self and others.

COMPETENCY X: Awareness of the interrelationship of life roles.1. Describe the various roles an individual may have (e.g., a friend,

a student, a worker, a family member).2. Describe work-related activities in the home, community, and school.3. Describe how family members depend on one another, work

together, and share responsibilities.4. Describe how work roles complement family roles.

COMPETENCY XI: Awareness of different occupations and changingmale/female roles.

1. Describe how work is important to all people.2. Describe the changing life roles of men and women in work and family.3. Describe how contributions of individuals both inside and outside the

home are important.

COMPETENCY XII: Awareness of the career planning process.1. Describe the importance of planning.2. Describe skills needed in a variety of occupational groups.3. Develop an individual career plan for the elementary school level.

MIDDLE/JUNIOR HIGH SCHOOL STUDENT

Self-Knowledge

COMPETENCY I: Knowledge of the influence of a positive self-concept.1. Describe personal likes and dislikes.2. Describe individual skills required to fulfill different life roles.3. Describe how one's behavior influences the feelings and actions

of others.4. Identify environmental influences on attitudes, behaviors, and aptitudes.

The Utah Model for Comprehensive Guidance e37

COMPETENCY II:Skills to interact positively with others.1. Demonstrate respect for the feelings and beliefs of others.2. Demonstrate an appreciation for the similarities and differences

among people.3. Demonstrate tolerance and flexibility in interpersonal and group situations.4. Demonstrate skills in responding to criticism.5. Demonstrate effective group membership skills.6. Demonstrate effective social skills.7. Demonstrate understanding of different cultures, lifestyles,

attitudes, and abilities.

COMPETENCY Ill: Knowledge of the importance of growth and change.1. Identify feelings associated with significant experiences.2. Identify internal and external sources of stress.3. Demonstrate ways of responding to others when under stress.4. Describe changes that occur in the physical, psychological,

social, and emotional development of an individual.5. Describe physiological and psychological factors as they relate

to career development.6. Describe the importance of career, family, and leisure activities to mental,

emotional, physical, and economic well-being.


COMPETENCY IV: Knowledge of the benefits of educational achievement to ca-reer opportunities.

1. Describe the importance of academic and occupational skills inthe work world.

2. Describe how the skills taught in school subjects are used invarious occupations.

3. Describe individual strengths and weaknesses in school subjects.4. Describe a plan of action for increasing basic educational skills.5. Describe the skills needed to adjust to changing occupational

requirements.6. Describe how continued learning enhances the ability to achieve goals.7. Describe how skills relate to the selection of high school courses of study.8. Describe how aptitudes and abilities relate to broad occupational groups.

COMPETENCY V: Understanding the relationship between work and learning.1. Demonstrate effective learning habits and skills.2. Demonstrate an understanding of the importance of personal

skills and attitudes to job success.3. Describe the relationship of personal attitudes, beliefs, abilities,

and skills to occupations.

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COMPETENCY VI:Skills to locate, understand, and use career information.1. Identify various ways that occupations can be classified.2. Identify a number of occupational groups for exploration.3. Demonstrate skills in using school and community resources to learn

about occupational groups.4. Identify sources to obtain information about occupational groups,

including self-employment.5. Identify skills that are transferable from one occupation to another.6. Identify sources of employment in the community.

COMPETENCY VII: Knowledge of skills necessary to seek and obtain jobs.1. Demonstrate personal qualities (e.g., dependability, punctuality,

getting along with others) that are needed to get and keep jobs.2. Describe terms and concepts used in describing employment

opportunities and conditions.3. Demonstrate skills to complete a job application.4. Demonstrate skills and attitudes essential for a job interview.

COMPETENCY VIII: Understanding how work relates to the needs and functionsof the economy and society.

1. Describe the importance of work to society.2. Describe the relationship between work and economic and societal needs.3. Describe the economic contributions workers make to society.4. Describe the effects that societal, economic, and technological

change have on occupations.

Career Planning

COMPETENCY IX:Skills to make decisions.1. Describe personal beliefs and attitudes.2. Describe how career development is a continuous process with a

series of choices.3. Identify possible outcomes of decisions.4. Describe school courses related to personal, educational, and

occupational interests.5. Describe how the expectations of others affect career planning.6. Identify ways in which decisions about education and work relate

to other major life decisions.7. Identify advantages and disadvantages of various secondary

and postsecondary programs for the attainment of career goals.8. Identify the requirements for secondary and postsecondary programs.


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COMPETENCY X: Knowledge of the interrelationship of life roles.1 Identify how different work and family patterns require varying

kinds and amounts of energy, participation, motivation, and talent.2. Identify how work roles at home satisfy needs of the family.3. Identify personal goals that may be satisfied through a

combination of work, community, social, and family roles.4. Identify personal leisure choices in relation to lifestyle and

attainment of future goals.5. Describe advantages and disadvantages of various life role options.6. Describe the interrelationships between family, occupational,

and leisure decisions.

COMPETENCY XI: Knowledge of different occupations and changingmale/female roles.

1. Describe advantages and problems of entering nontraditional occupations.2. Describe the advantages of taking courses related to members

of the opposite gender, even if they are most often taken by membersof the opposite gender.

3. Describe stereotypes, biases, and discriminatory behaviors that maylimit opportunities for women and men in certain occupations.

COMPETENCY XII: Understanding the process of career planning.1 Demonstrate knowledge of exploratory processes and programs.2. Identify school courses that meet tentative career goals.3. Demonstrate knowledge of academic and vocational programs

offered at the high school level.4. Describe skills needed in a variety of occupations, including

self-employment.5. Identify strategies for managing personal resources (e.g., talents,

time, money) to achieve tentative career goals.6. Develop an individual career plan by updating information from the

elementary level plan and including tentative decisions to be implementedin high school.

HIGH SCHOOL STUDENT

Self-Knowledge

COMPETENCY I: Understanding the influence of a positive self-concept.1. Identify and appreciate personal interests, abilities, and skills.2. Demonstrate the ability to use peer feedback.3. Demonstrate an understanding of how individual characteristics

relate to achieving personal, social, educational, and career goals.


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4. Demonstrate an understanding of the environmental influenceson one's behavior.

5. Demonstrate an understanding of the relationship betweenpersonal behavior and self-concept.

COMPETENCY II:Skills to interact positively with others.1. Demonstrate effective interpersonal skills.2. Demonstrate interpersonal skills required for working with and for others.3. Describe appropriate employer and employee interactions in various

situations.4. Demonstrate how to express feelings, reactions, and ideas in an

appropriate manner.

COMPETENCY III:Understanding the impact of growth and development.1. Describe how developmental changes affect physical and mental health.2. Describe the effect of emotional and physical health on career decisions.3. Describe healthy ways of dealing with stress.4. Demonstrate behaviors that maintain physical and mental health.


COMPETENCY IV:Understanding the relationships between educationalachievement and career planning.

1. Demonstrate how to apply academic and vocational skills toachieve personal goals.

2. Describe the relationship of academic and vocational skills topersonal interests.

3. Describe how skills developed in academic and vocational programsrelate to career goals.

4. Describe how education relates to the selection of college majors,further training, and/or entry into the job market.

5. Demonstrate transferable skills that can apply to a variety ofoccupations and changing occupational requirements.

6. Describe how learning skills are required in the workplace.

COMPETENCY V: Understanding the need for positive attitudes toward workand learning.

1. Identify the positive contributions workers make to society.2. Demonstrate knowledge of the social significance of various occupations.3. Demonstrate a positive attitude toward work.4. Demonstrate learning habits and skills that can be used in various

educational situations.5. Demonstrate positive work attitudes and behaviors.


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COMPETENCY VI: Skills to locate, evaluate, and interpret career information.1. Describe the educational requirements of various occupations.2. Demonstrate the use of a range of resources (e.g., handbooks, career

materials, labor market information, and computerized career informationdelivery systems).

3. Demonstrate knowledge of various classification systems that categorizeoccupations and industries (e.g., Dictionary of Occupational Titles).

4. Describe the concept of career ladders.5. Describe the advantages and disadvantages of self-employment

as a career option.6. Identify individuals in selected occupations as possible information

resources, role models, or mentors.7. Describe the influence of change in supply and demand for workers

in different occupations.8. Identify how employment trends relate to education and training.9. Describe the impact of factors such as population, climate, and

geographic location on occupational opportunities.

COMPETENCY VII: Skills to prepare to seek, obtain, maintain, and change jobs.1. Demonstrate skills to locate, interpret, and use information about job

openings and opportunities.2. Demonstrate academic or vocational skills required for a full-

or part-time job.3. Demonstrate skills and behaviors necessary for a successful job

interview.4. Demonstrate skills in preparing a resume and completing job applications.5. Identify specific job openings.6. Demonstrate employability skills necessary to obtain and maintain jobs.7. Demonstrate skills to assess occupational opportunities

(e.g., working conditions, benefits, and opportunities for change).8. Describe placement services available to make the transition from high

school to civilian employment, the armed services, or postsecondaryeducation/training.

9. Demonstrate an understanding that job opportunities often requirerelocation.

10. Demonstrate skills necessary to function as a consumer andmanage financial resources.

COMPETENCY VIII: Understanding how societal needs and functions influencethe nature and structure of work.

1. Describe the effect of work on lifestyles.2. Describe how society's needs and functions affect the supply

of goods and services.

ICIThe Utah Model for Comprehensive Guidance

3. Describe how occupational industrial trends relate to training andemployment.

4. Demonstrate an understanding of the global economy and howit affects each individual.

Career Planning

COMPETENCY IX: Skills to make decisions.1. Demonstrate responsibility for making tentative educational and

occupational choices.2. Identify alternatives in given decision-making situations.3. Describe personal strengths and weaknesses in relationship

to postsecondary education/training requirements.4. Identify appropriate choices during high school that will lead to

marketable skills for entry-level employment or advanced training.5. Identify and complete required steps toward transition from high

school to entry into postsecondary education/training programs or work.6. Identify steps to apply for and secure financial assistance for

postsecondary education and training.

COMPETENCY X: Understanding the interrelationship of life roles.1. Demonstrate knowledge of life stages.2. Describe factors that determine lifestyles (e.g., socioeconomic

status, culture, values, occupational choices, work habits).3. Describe ways in which occupational choices may affect a lifestyle.4. Describe the contribution of work to a balanced and productive life.5. Describe ways in which work, family, and leisure roles are interrelated.6. Describe different career patterns and their potential effect on family

patterns and lifestyle.7. Describe the importance of leisure activities.8. Demonstrate ways that occupational skills and knowledge can be

acquired through leisure.

COMPETENCY XI: Understanding the continuous changes in male/female roles.1. Identify factors that have influenced the changing career patterns of

women and men.2. Identify evidence of gender stereotyping and bias in educational

programs and occupational settings.3. Demonstrate attitudes, behaviors, and skills that contribute to

eliminating gender bias and stereotyping.4. Identify courses appropriate to tentative occupational choices.5. Describe the advantages and problems of nontraditional occupations.


COMPETENCY XII: Skills in career planning.1. Describe career plans that reflect the importance of lifelong learning.2. Demonstrate knowledge of postsecondary vocational and academic

programs.3. Demonstrate knowledge that changes may require retraining and

upgrading of employees' skills.4. Describe school and community resources to explore educational

and occupational choices.5. Describe the costs and benefits of self-employment.6. Demonstrate occupational skills developed through volunteer experiences,

part time employment, or cooperative education programs.7. Demonstrate skills necessary to compare education and job

opportunities.8. Develop an individual career plan by updating information from

earlier plans and including tentative decisions to be implementedafter high school.

ADULT

Self-Knowledge

COMPETENCY I: Skills to maintain a positive self-concept.1. Demonstrate a positive self-concept.2. Identify skills, abilities, interests, experiences, values, and personality traits

and their influence on career decisions.3. Identify achievements related to work, learning, and leisure and their

influence on self-perception.4. Demonstrate a realistic understanding of self.

COMPETENCY II: Skills to maintain effective behaviors.1. Demonstrate appropriate interpersonal skills in expressing feelings

and ideas.2. Identify symptoms of stress.3. Demonstrate skills to overcome self-defeating behaviors.4. Demonstrate skills in identifying support and networking

arrangements (including role models).5. Demonstrate skills to manage financial resources.

COMPETENCY III: Understanding developmental changes and transitions.1. Describe how personal motivations and aspirations may change over time.

2. Describe physical changes that occur with age and adapt workperformance to accommodate these.

3. Identify external events (e.g., job loss, job transfer) that require life changes.


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COMPETENCY IV: Skills to enter and participate in education and training.1. Describe short- and long-range plans to achieve career goals

through appropriate educational paths.2. Identify information that describes educational opportunities (e.g., job

training programs, employer-sponsored training, graduate and professionalstudy).

3. Describe community resources to support education and training(e.g., child care, public transportation, public health services, welfarebenefits).

4. Identify strategies to overcome personal barriers to education andtraining.

COMPETENCY V: Skills to participate in work and lifelong learning.1. Demonstrate confidence in the ability to achieve learning activities

(e.g., studying, taking tests).2. Describe how educational achievements and life experiences relate

to occupational opportunities.3. Describe organizational resources to support education and training

(e.g., remedial classes, counseling, tuition support).

COMPETENCY VI: Skills to locate, evaluate, and interpret career information.1. Identify and use current career information resources

(e.g., computerized career information systems, print and mediamaterials, mentors).

2. Describe information related to self-assessment, career planning,occupations, prospective employers, organizational structures, andemployer expectations.

3. Describe the uses and limitations of occupational outlook information.4. Identify the diverse job opportunities available to an individual with a given

set of occupational skills.5. Identify opportunities available through self-employment.6. Identify factors that contribute to the misinformation about occupations.7. Describe information about specific employers and hiring practices.

COMPETENCY VII: Skills to prepare to seek, obtain, maintain, and change jobs.1. Identify specific employment situations that match desired career

objectives.2. Demonstrate skills to identify job openings.3. Demonstrate skills to establish a job search network through

colleagues, friends, and family.4. Demonstrate skills in preparing a resume and completing job applications.

The Utah Model for Comprehensive Guidance OD

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5. Demonstrate skills and attitudes essential to prepare for and participate ina successful job interview.

6. Demonstrate effective work attitudes and behaviors.7. Describe changes (e.g., personal growth, technological developments,

changes in demand for products or services) that influence theknowledge, skills, and attitudes required for job success.

8. Demonstrate strategies to support occupational change (e.g., on-the-jobtraining, career ladders, mentors, performance ratings, networking,continuing education).

9. Describe career planning and placement services available throughorganizations (e.g., educational institutions, business/industry, labor,and community agencies).

10. Identify skills that are transferable from one job to another.

COMPETENCY VIII: Understanding how the needs and functions of society influ-ence the nature and structure of work.

1. Describe the importance of work as it affects values and lifestyle.2. Describe how society's needs and functions affect occupational

supply and demand.3. Describe occupational, industrial, and technological trends as they

relate to training programs and employment opportunities.4. Demonstrate an understanding of the global economy and how it

affects the individual.

Career Planning

COMPETENCY IX: Skills to make decisions.1. Describe personal criteria for making decisions about education,

training, and career goals.2. Demonstrate skills to assess occupational opportunities in terms of

advancement, management styles, work environment, benefits, andother conditions of employment.

3. Describe the effects of education, work, and family decisions onindividual career decisions.

4. Identify personal and environmental conditions that affect decisionmaking.

5. Demonstrate effective career decision-making skills.6. Describe potential consequences of decisions.

COMPETENCY X: Understanding the impact of work on individual and family life.1. Describe how family and leisure functions affect occupational roles

and decisions.2. Determine effects of individual and family developmental stages on

one's career.

The Utah Model for Comprehensive Guidance4G

3. Describe how work, family, and leisure activities interrelate.4. Describe strategies for negotiating work, family, and leisure demands with

family members (e.g., assertiveness, time management skills).

COMPETENCY XI:Understanding the continuing changes in male/female roles.1 Describe recent changes in gender norms and attitudes.2. Describe trends in the gender composition of the labor force and assess

implications for one's own career plans.3. Identify disadvantages of stereotyping occupations.4. Demonstrate behaviors, attitudes, and skills that work to eliminate

stereotyping in education, family, and occupational environments.

COMPETENCY XII: Skills to make career transitions.1. Identify transition activities (e.g., reassessment of current position,

occupational changes) as a normal aspect of career development.2. Describe strategies to use during transitions (e.g., networks, stress

management).3. Describe skills needed for self-employment (e.g., developing a business

plan, determining marketing strategies, developing sources of capital).4. Describe the skills and knowledge needed for preretirement planning.5. Develop an individual career plan by updating information from

earlier plans and including short- and long-range career decisions.

The Utah Model for Comprehensive Guidance go4 7

APPENDIX B:SAMPLE COUNSELOR JOB DESCRIPTIONS

ELEMENTARY SCHOOL COUNSELOR

Primary Functions

As a member of the school guidance team, a counselor is to provide a ComprehensiveCounseling and Guidance Program for students in Grades K-6. The counselor struc-tures activities to meet the needs of the students; consults with teachers, staff, andparents to enhance their effectiveness in helping students; and works in harmony withschool staff to promote the total elementary school program.

Major Job Responsibilities

1. Implement the elementary guidance curriculum.2. Work with teachers and parents to guide and counsel students through

the development of the student education plans (SEP) and careerawareness activities.

3. Counsel small groups and individual students.4. Consult with teachers, staff, and parents regarding meeting the

developmental needs of students.5. Refer students with critical needs, in consultation with their parents,

to appropriate community resources.6. Participate in activities that contribute to the effective operation of

the school.7. Advocate for all students.8. Plan, implement, evaluate, and revise the school guidance program.9. Demonstrate professional conduct and pursue professional growth.

Key Duties

1. Implement the elementary guidance curriculum: Conduct develop-mentally sequenced guidance activities in the classroom (in accordancewith the competencies and indicators outlined in the Utah model) in co-operation with school administrators and teachers. Facilitate the infu-sion of guidance activities into the regular education curricula to supportthe development of the SEP. These activities may include a variety ofresources and materials.


48

2. Work with teachers and parents to guide and counsel individualstudents through the development of student education plans (SEP)and career awareness activities: Collaborate with teachers as theyguide students in the development of the SEP. Provide orientation ac-tivities for students new to the school; participate in orientation programsfor parents and students; and assist students in the transition from el-ementary to middle/junior high school. Inform students and their par-ents of test results and their implications for educational planning andprovide resources and information to assist in career awareness andcareer exploration activities.

3. Counsel small groups and individual students: Conduct structured,goal-oriented counseling sessions (per state/district policy) to meet theidentified needs of individuals or groups of students. Session topics atthe elementary level may include self-awareness, self-identity, academicissues, behavior patterns, peer relations, family issues, child abuse, and

substance abuse prevention.

4. Consult with teachers, staff, and parents regarding meeting thedevelopmental needs of students: Participate in group consultationswith administrators, teachers, parents, and others to enhance their workwith students; conduct inservice programs for faculty; conduct and fa-cilitate conferences with teachers, students, and parents; and conductor provide opportunities for parent education programs and assist fami-lies with school-related problems.

5. Refer students with critical needs, in consultation with their par-ents, to appropriate community resources: Consult and coordinatewith in-district professionals and community agencies, such as schoolpsychologists, nurses, administrators, community-based psychologists,service agencies, and physicians. Use an effective referral process forassisting students and others to use special programs and services.

6. Participate in activities that contribute to the effective operation ofthe school: Establish and/or maintain effective liaisons with all gradelevels; interpret group test results to faculty and staff; and participatewith the administration and faculty as a team member in the implemen-tation of the district testing program.

7. Advocate for all students: Maintain a current knowledge of equity anddiversity issues; promote equal educational opportunities for all students;provide information to school staff on particular policies relating to allstudents; assist school staff members in the placement of students withspecial needs in appropriate programs, such as special education andgifted; and promote personalizing education for all students through the

SEP process.

The Utah Model for Comprehensive Guidance Cli

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MI

8. Plan, implement, evaluate, and revise the school guidance program:Review the guidance program at least annually with staff and adminis-tration. Using the program evaluation self-study, review and modify theprogram components and the program calendar.

9. Demonstrate professional conduct and pursue professional growth:Display a positive, professional attitude and follow the ethical standardsoutlined by the American School Counselor Association (ASCA).Attend state and local professional development programs; join profes-sional associations; read professional journals; attend relevant work-shops and conferences sponsored by professional organizations; takepostgraduate courses; and share with colleagues.

MIDDLE/JUNIOR HIGH SCHOOL COUNSELOR

Primary Functions

As a member of the school guidance team, a counselor is to provide a comprehensiveguidance program for students in Grades 6-9. The counselor structures activities tomeet the needs of the students; consults with teachers, staff, and parents to enhancetheir effectiveness in helping students; and works in harmony with school staff to pro-mote other middle/junior high school educational programs.


1. Implement the middle/junior high school guidance curriculum.2. Guide and counsel students through the development of student

education occupation plans (SEOP).3. Counsel small groups and individual students.4. Consult with teachers, staff, and parents regarding meeting the

developmental needs of students.5. Refer students with critical needs, in consultation with their parents,

to appropriate community resources.6. Participate in activities that contribute to the effective operation

of the school.7. Advocate for all students.8. Plan, implement, evaluate, and revise the school guidance program.9. Demonstrate professional conduct and pursue professional growth.


50

Key Duties

1. Implement the middle/junior high school guidance curriculum:Conduct developmentally sequenced guidance activities in the class-room (in accordance with the competencies and indicators outlined bythe Utah model) as planned in cooperation with school administratorsand teachers. Facilitate the infusion of guidance activities into the Tech-nology, Life, and Careers (TLC) course and the regular education cur-ricula to support the development of the SEOP. These activities mayinclude a variety of materials and resources.

2. Guide and counsel students through the development of studenteducation occupation plans (SEOP): Provide orientation activitiesfor students new to the school; facilitate orientation programs for par-ents and students about the SEOP process and other guidance-relatedtopics; assist students in the transition from middle/junior high school tohigh school; inform students and their parents of test results and theirimplications for educational planning; and provide resources and infor-mation to assist in career awareness, career exploration, and careerplanning activities.

3. Counsel small groups and individual students: Conduct structured,goal-oriented counseling sessions to meet the identified needs of indi-viduals or groups of students. Session topics at the middle/junior highschool level may include self-awareness, self-identity, academic issues,behavior patterns, conflict resolution, peer mediation, family issues, childabuse and substance abuse prevention, and suicide prevention and in-tervention.

4. Consult with teachers, staff, and parents regarding meeting thedevelopmental needs of students: Participate in group consultationswith administrators, teachers, parents, and others to enhance their workwith students; conduct inservice programs for faculty; conduct and fa-cilitate conferences with teachers, students, and parents; conduct orprovide opportunities for parent education programs; and assist fami-lies with school-related problems.


51The Utah Model for Comprehensive Guidance ia

6. Participate in activities that contribute to the effective operation ofthe school: Interpret group test results to faculty and staff; establisheffective liaisons with the various grade levels or instructional depart-ments; act as an advocate for students as appropriate in conjunctionwith other staff; assist other school staff in the placement of studentswith special needs in appropriate programs, such as gifted educationand special education; and participate with the administration and fac-ulty as a team member in the implementation of the district testing program.

7. Advocate for all students: Maintain a current knowledge of equityand diversity issues; promote equal educational opportunities for all stu-dents; provide information to school staff on particular policies relatingto all students; assist school staff members in the placement of studentswith special needs in appropriate programs, such as special educationand gifted; and promote personalizing education for all students throughthe SEOP process.

8. Plan, implement, evaluate, and revise the school guidance program:Review the guidance program at least annually with staff and adminis-tration. Using the program evaluation self-study, review and modify theprogram components and the program calendar.

9. Demonstrate professional conduct and pursue professional growth:Display a positive, professional attitude and follow the ethical standardsoutlined by the American School Counselor Association (ASCA).Attend state and local professional development programs; joinprofessional associations; read professional journals; attend relevantworkshops and conferences sponsored by professional organizations;take postgraduate courses; and share with colleagues.

HIGH SCHOOL COUNSELOR

Primary Functions

As a member of the school guidance team, a counselor is to provide a comprehensiveguidance program for students in Grades 9-12. The counselor structures activities tomeet the needs of her/his assigned caseload; consults with teachers, staff, and par-ents to enhance their effectiveness in helping students; and works in harmony withschool staff to promote the other high school educational programs.

CIThe Utah Model for Comprehensive Guidance


1. Implement the high school guidance curriculum.2. Guide and counsel students through the development of student edu-

cation occupation plans (SEOP).3. Counsel small groups and individual students.4. Consult with teachers, staff, and parents regarding meeting the devel-

opmental needs of students.5. Refer students with critical needs, in consultation with their parents, to

appropriate community resources.6. Participate in and coordinate or conduct activities that contribute to the

effective operation of the school.7. Advocate for all students.8. Plan, implement, evaluate, and revise the school guidance program.9. Demonstrate professional conduct and pursue professional growth.

Key Duties

1. Implement the high school guidance curriculum: Conduct develop-mentally sequenced guidance activities in the classroom (in accordancewith the competencies and indicators outlined by the Utah model) asplanned in cooperation with school administrators and teachers. Facili-tate the infusion of guidance activities into career and life skills coursesand the regular education curricula to support the development of the SEOP.

2. Guide and counsel students through the development of studenteducation occupation plans (SEOP): Provide orientation activities forstudents new to the school; facilitate orientation programs for parentsand students that support the SEOP process and other guidance-re-lated topics. Assist students in the transition from high school to theirnext steps in connecting to training and education programs. Provideinformation and feedback in small groups and/or with individual studentsand their parents in the use of test results and their implications foreducational and career planning; counsel all students to develop careerplans through career awareness, career exploration, and career plan-ning activities; and collaborate with school staff members who contrib-ute to the development of the students' SEOPs.

3. Counsel small groups and individual students: Conduct structured,goal-oriented counseling sessions to meet the identified needs of indi-viduals or groups of students. Session topics at the high school levelmay include self-concept, academic issues, attendance and behaviorpatterns, conflict resolution, family issues, child abuse, substance abuseprevention, and suicide prevention and intervention.


4. Consult with teachers, staff, and parents regarding meeting thedevelopmental needs of students: Participate in group consultationswith administrators, teachers, parents, and others to enhance their workwith students; conduct inservice programs for faculty; conduct andfacilitate conferences with teachers, students, and parents; conduct orprovide opportunities for parent education programs; and assist fami-lies with school-related problems.


6. Participate in and coordinate or conduct activities that contributeto the effective operation of the school: Interpret group test resultsto faculty and staff; establish effective liaisons with the various instruc-tional departments; act as an advocate for students as appropriate inconjunction with other staff; assist other school staff in the placement ofstudents with special needs in appropriate programs, such as gifted andspecial education; and participate with the administration and faculty as ateam member in the implementation of the district testing program.

7. Advocate for all students: Maintain a current knowledge of equityand diversity issues; promote equal educational opportunities for all stu-dents; provide information to school staff on particular policies relatingto all students; assist school staff members in the placement of studentswith special needs in appropriate programs, such as special educationand gifted; and promote personalizing education for all students throughthe SEOP process.

8. Plan, implement, evaluate, and revise the school guidance program:Review the guidance program periodically with staff and administrationusing the program evaluation self-study, review and modify the programcalendar, and evaluate guidance learning activities.

9. Demonstrate professional conduct and pursue professional growth:Display a positive, professional attitude and follow the ethical standardsoutlined by the American School Counselor Association (ASCA).Attend state and local professional development programs; join profes-sional associations; read professional journals; attend relevant work-shops and conferences sponsored by professional organizations; takepostgraduate courses; and share with colleagues.

0 The Utah Model for Comprehensive Guidance 5 4

APPENDIX C:FUNDING PROCEDURES

R277-462. COMPREHENSIVE GUIDANCE PROGRAM.

R277-462-1 Definitions.R277-462-2 Authority and Purpose.R277-462-3 Comprehensive Guidance Program Approval and Qualifying Criteria.R277-462-4 Use of Funds.R277-462-5 Reporting.

R277-462-1 DEFINITIONS.

A. "Comprehensive Guidance Program" means the organization of resources to meetthe priority needs of students through four delivery system components:(1) guidance curriculum which means providing guidance content to all students in

a systematic way;(2) student educational and occupational planning component which means indi-

vidualized education and career planning with all students;(3) responsive services component designed to meet the immediate concerns of

certain students; and(4) system support component which addresses management of the program and

the needs of the school system itself.B. "SEOP" means student educational occupational plan.C. "Direct services" means time spent on the guidance curriculum, SEOP, and

responsive services activities meeting students' identified needs as identified bystudents, school personnel and parents consistent with district policy.

D. "WPU" means weighted pupil unit, the basic unit used to calculate the amount ofstate funds for which a school district is eligible.

E. "Board" means the Utah State Board of Education and Applied TechnologyEducation.

F. "USOE" means the Utah State Office of Education.

R277-462-2 AUTHORITY AND PURPOSE.

A. This rule is authorized by Utah Constitution Article X, Section 3 which vests generalcontrol and authority over public education in the Board, by Section 53A-15-201which designates the Utah State Board of Education as the Board for Applied Tech-nology Education, and Section 53A-17a-131.8 which directs the Board to establishqualification criteria and distribute Comprehensive Guidance Program funds.

B. This rule establishes standards and procedures for entities applying for fundsappropriated for Comprehensive Guidance Programs administered by the Board.

The Utah Model for Comprehensive Guidance [135

R277-462-3 COMPREHENSIVE GUIDANCE PROGRAM APPROVALAND QUALIFYING CRITERIA.

A. Comprehensive guidance disbursement criteria:(1) For each school which meets the qualifying criteria for a Comprehensive Guid-

ance Program and which enrolls students in grades seven through twelve, dis-tricts shall receive from six to twenty-four WPU's based on school enrollmentas of October 1 of the current fiscal year (e.g., 1 - 399 students = 6 WPU's, 400- 799 students = 12 WPU's, 800 1,199 students = 18 WPU's, 1,200 students += 24 WPU's).

(2) Priority for funding shall be given for grades nine through twelve and any re-maining funds will be allocated to grades seven and eight for the schools whichmeet program standards. Grades nine through twelve shall be given priority forfunding provided under Section 53A-17a-131.8. Remaining funds shall be allo-cated to grades seven and eight in those schools that meet program standards.Funds directed to grades seven and eight shall be distributed according to theformula under R277-462-3A(1) following the distribution of funds for gradesnine through twelve.

(3) Comprehensive Guidance Program funds shall be distributed to districts foreach school within the district that meet all of the following criteria:(a) A schoolwide student/parent/teacher needs assessment completed within

the last four years prior to the application deadline for funding;(b) Documentation that a school advisory and a school steering committee have

been organized and are functioning effectively;(c) Evidence that eighty percent of aggregate counselors time is devoted to

DIRECT services to students;(d) A program that reflects a commitment that all students in the school shall

benefit from the Comprehensive Guidance Program;(e) Approval of the Program by the local board of education;(f) The establishment of the SEOP requirement for all students both as a pro-

cess and a product consistent with R277-911, Secondary Applied Technol-ogy Education and R277-700, the Elementary and Secondary School CoreCurriculum and High School Graduation Requirements;

(g) Assistance for students in developing job seeking and finding skills and inpost-high school placement;

(h) Inclusion in the guidance curriculum of activities for each of the twelveNational Occupational Information Coordination Committee (NOICC) corn-petencies (available from the USOE guidance specialist);

(i) Distribution to and discussion with feeder schools of the ComprehensiveGuidance Program; and

(j) Sufficient district budget to adequately provide for guidance facilities, mate-rial, equipment and clerical support.


B. All districts may qualify schools for the Comprehensive Guidance Program fundsand shall certify in writing that all program standards are being met by each schoolreceiving funds under this rule.(1) Procedures for qualifying schools within a district receiving funds shall be pro-

vided by the USOE.(2) Qualifying schools shall complete the "Self-Study for Meeting Comprehensive

Guidance Program Standards" form provided by the USOE and supportingdocumentation, if requested.

(3) Qualifying schools shall receive on-site review of the program by team mem-bers designated by the school district. The on-site review team shall consist ofat least five members.

(4) The district shall submit to the USOE the "Form for Program Approval" whichhas been completed by the Review Team, signed by the Team Chairperson andschool/district personnel as indicated on the form.

(5) The "Form for Program Approval" shall be received by the USOE not later thanMay 20 of each year for disbursement of funds the next year.

(6) Programs approved and forms submitted by December 20 of each year MAYbe considered for partial disbursement, if funds are available.

57The Utah Model for Comprehensive Guidance

R277-462-4 USE OF FUNDS.

A. Funds disbursed for this program shall be used by the district at the district second-ary schools in grades seven through twelve to provide a guidance curriculum andan SEOP for each student at the school, to provide responsive services, and toprovide system support for the Comprehensive Guidance Program. Such costsmay include the following:(1) personnel costs;(2) career center equipment, such as computers, or media equipment;(3) career center materials such as computer software, occupational information,

SEOP folders, and educational information;(4) inservice training of personnel involved in the Comprehensive Guidance

Program;(5) extended day or year if REQUIRED to run the program; and(6) guidance curriculum materials for use in classrooms.

B. Funds shall not be used for nonguidance purposes or to supplant funds alreadybeing provided for the guidance program except that:

(1) Districts may pay for the costs incurred in hiring NEW personnel as a means ofreducing the pupil/counselor ratio and eliminating time spent on nonguidanceactivities in order to meet the program criteria.

(2) Districts may pay other costs associated with a comprehensive guidance pro-gram which were incurred as a part of the program during the implementationphase but which WERE NOT a regular part of the program prior to that time.

R277-462-5 REPORTING.

A. The USOE shall monitor the program and provide an annual report on its progressand success.B. Districts shall certify on an annual basis that previously qualified schools continue tomeet the program criteria and provide the USOE with data and information on theprogram as required.

elThe Utah Model for Comprehensive Guidance5

APPENDIX D.GUIDELINES FOR THE SEOP

The Student Education Occupation Plan(SEOP) is a primary strategy for recog-nizing student accomplishments andstrengths and for planning, monitoring,and managing education and career de-velopment in Grades 7-12. This isachieved through an ongoing partnershipinvolving students, parents, school coun-selors, and other school personnel. TheSEOP incorporates student informationand competencies in the areas of self-knowledge, educational and occupationalexploration, and career planning toassist students in establishing educationaland personal/life goals and to connectstudents to activities that will help themachieve their goals.

The SEOP involves a process and a prod-uct that are directed by individual studentneeds, educational needs and require-ments, and realistic assessments. As partof the planning process, student interests,talents, achievements, and goals are re-viewed in a conference with parents anda counselor (or other school personnel).Record of the planning process activitiesis kept in a personal portfolio or individualplanning document.

.Cornmon elements of asuccessful SEOP:

Coordinated guidance curricu-lum Activities, sequenced bygrade level in the areas of:

Self-knowledge

- Educational andoccupational exploration

Career planning

Individual assessment:

Aptitude, interest, andachievement

Parental involvement:

Annual conference withthe student, parent, andcounselor

Well-defined objectives:

Goal setting, plans to attaingoals, and review of progresstoward goals

Advisement

Celebration of the Student


Amended byChapter 310,

1997 GeneralSession

DownloadCode Section

ZippedWP 6.1

53A02007.ZIP3,842 Bytes

A student education andcareer-oriented planningdocument that includes:

Evidence of school-to-work,education, and career goals

Written four-year educationand career plan, including:

Skill developmentCourse selectionsGraduation requirementsSchool-to-Careers goalsWork-based learning

Evidence of Board of Educationgraduation requirements

Evidence of student, parent,and counselor participation inplanning process

UTAH CODE (SEOP LAW)

53A-la-106. School district and individual school powers.

(1) In order to acquire and develop the characteristics listed in Section 53A-1 a-104,each school district and each public school within its respective district shall imple-ment a comprehensive system of accountability in which students advance throughpublic schools by demonstrating competency in required skills and mastery of re-quired knowledge through the use of diverse assessment instruments such as au-thentic and criterion-referenced tests, projects, and portfolios.

(2)

(a) Each school district and public school is authorized and encouraged to dothe following:

(i) develop and implement programs integrating technology into the cur-riculum, instruction, and student assessment;

(ii) increase teacher and parent involvement in decision making at the schoolsite;

elThe Utah Model for Comprehensive Guidance

(iii) implement a public school choice program to give parents, students,and teachers greater flexibility in designing and choosing among pro-grams with different focuses between schools within the same districtand between different districts, subject to space availability, demograph-ics, and legal and performance criteria;

(iv) establish strategic planning at both the district and school level and site-based decision making programs at the school level;

(v) provide opportunities for each student to acquire and develop academicand occupational knowledge, skills, and abilities;

(vi) participate in ongoing research and development projects primarily atthe school level aimed at improving the quality of education within thesystem; and

(vii) involve business and industry in the education process through theestablishment of partnerships with the business community at the dis-trict and school level.

(b) (i) Each school district, in consultation with its teachers, school communitycouncils or similar entities, and the State Board of Education, shall estab-lish policies to provide for the effective implementation of a personalizedstudent education plan (SEP) or student education/occupation plan (SEOP)for each student at the school site.(ii) The policies shall include guidelines and expectations:

(A) for recognizing the student's accomplishments and strengths;(B) for planning, monitoring, and managing education and career

development;(C) for an ongoing partnership involving students, parents, and school

personnel in the process, to include at least two annual SEP confer-ences at the elementary level, involving the student, the student'sparent or guardian, and school personnel, and at least one indi-vidual SEOP conference held annually in grades 7-11, with an op-tional conference in grade 12, involving the student, the student'sparent or guardian, and school personnel, and at least one smallgroup SEOP conference in grade 12 and at least one small groupSEOP conference in grade 7 or 8 and 9 or 10 involving the student,the student's parent or guardian, and school personnel; and

(D) for identifying and obtaining adequate resources, such as time andtraining, required for a successful program.

(iii) (A) The State Board of Education shall provide guidelines, after receiv-ing input from local school boards, as to what constitutes the makeup ofa small group SEOP.(B) Nothing in Subsection (2)(b) prevents parents or guardians fromhaving additional conferences with school personnel on matters relatedto their students.

(iv) Time spent during the school day to implement SEPs and SEOPs isconsidered part of the school term referred to in Subsection 53A-17a-103(5).

The Utah Model for Comprehensive Guidance ea61

APPENDIX E:NATIONAL CAREER DEVELOPMENT GUIDELINESAND STAFF COMPETENCIES

National CareerDevelopment GuidelinesStaff CompetenciesAdapted for Utah Counselors

Counseling A.

B.

C.

D.

E.

F.

G.

H.

J.

K.

L.

M.

Knowledge of developmental issues individuals addressthroughout the life span.Knowledge of counseling and career development theoriesand techniques.Knowledge of decision-making and transition models.Knowledge of role relationships to facilitate personal, family,and career development.Knowledge of different cultures to interact effectively with allpopulations.Skills to build productive relationships with others.Skills to use appropriate individual and group counselingtechniques.Skills to assist individuals in identifying influencing factors incareer decision making, such as family, friends, educationalopportunities, and finances.Skills to assist individuals in changing biased attitudes thatstereotype others by gender, race, age, and culture.Skills to assist individuals in understanding the relationshipbetween interpersonal skills and success in the workplace.Skills to assist individuals in setting goals and identifyingstrategies for reaching goals.Skills to assist individuals in continually reassessing their goals,values, interests, and career decisions.Skills to assist individuals in preparing for multiple rolesthrough their lives.

Information A. Knowledge of changes taking place in the economy, society,and job market.

B. Knowledge of basic concepts related to career counseling,such as career resources.

C. Knowledge of basic concepts related to career counseling,such as career development, career progression, and careerpatterns.

D. Knowledge of the changing gender roles and how theseimpact work, family, and leisure.

The Utah Model for Comprehensive Guidance6 2

E. Knowledge of employment information and career planningmaterials.

F. Knowledge of employment-related requirements, such aslabor laws, licensing, credentialing, and certification.

G. Knowledge of state and local referral services or agenciesfor job, financial, social, and personal services.

H. Knowledge of federal and state legislation that mayinfluence counseling programs.

I. Skills to use career development resources and techniquesdesigned for specific groups.

J. Skills to use computer-based career information systems.

Individual A. Knowledge of assessment techniques and measures of skills,and Group abilities, aptitudes, interests, values, and personalities.

Assessment B. Skills to identify assessment resources appropriate for specificsituations and populations.

C. Skills to evaluate assessment resources and techniquesso that their validity, reliability, and relationship to race, gender,age, and ethnicity can be determined.

D. Skills to administer, interpret, and personalize assessment datain relation to the career development needs of the individual.

Management A. Knowledge of program designs that can be used in organizingand counseling programs.Administration B. Knowledge of needs assessment techniques and practices.

C. Knowledge of management concepts, leadership styles,and techniques to implement change.

D. Skills to assess the effectiveness of counseling programs.E. Skills to identify staff competencies for effective comprehensive

counseling programs.F. Skills to prepare proposals, budgets, and timelines for

counseling programs.G. Skills to identify, develop, and use record-keeping methods.H. Skills to design, conduct, analyze, and report the assessment

of individual and program outcomes.

Implementation A. Knowledge of program adoption and planned change strategies.B. Knowledge of barriers affecting the implementation of

comprehensive counseling programs.C. Skills to implement individual and group programs in a variety of

areas, such as assessment, decision making, job seeking,career information, and career counseling.


33

D. Skills to implement public relations efforts that promotecounseling activities and services.

E. Skills to establish links with community-based organizations.

Consultation A. Knowledge of consulting strategies and consulting models.B. Skills to assist staff in understanding how to incorporate

career development concepts into their offerings to programparticipants.

C. Skills to consult with influential parties, such as employers,community groups, and the general public.

D. Skills to convey program goals and achievements to legislators,professional groups, and other key leaders.

Specific A. Knowledge of differing cultural values and their relationship toPopulations work values.

B. Knowledge of unique counseling needs of minorities, women,individuals with disabilities, and older persons.

C. Knowledge of alternative approaches to career planning forindividuals with specific needs.

D. Skills to identify community resources and establish links toassess adults with specific needs.

E. Skills to find appropriate methods or resources to communicatewith limited-English-proficient individuals.


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64p. · DOCUMENT RESUME. ED 424 539 CG 028 871. TITLE Model for Utah Comprehensive Counseling and Guidance. Programs. INSTITUTION Utah State Office of Education, Salt Lake City. Applied