GUIDANCE CURRICULUM
GUIDANCE CURRICULUM INTRODUCTION
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The comprehensive school counseling program refers to a sequential, developmental program designed to benefit all students in preparation for their futures. Such a program includes a curriculum organized around three areas essential for students growth and development: Academic Development, Career Development, and Personal/Social Development.
- Demonstrate a positive attitude toward self as a unique and worthy person.
- Gain life-planning skills that are consistent with their needs, interests, and abilities.
- Develop responsible social skills and an understanding and appreciation of being a contributing member of society.
- Demonstrate an understanding and appreciation of the life-long process of learning, growing, and changing.
Activities and strategies for achieving identified student outcomes in these three areas can be integrated across the curriculum by teachers and counselors. A goal for this guide is to illustrate the connectivity between the National Standards, the ABCs Goals, the SCANS, and the National Career Development Guidelines. This Guidance Curriculum for a Comprehensive School Counseling Program is student centered and teacher friendly. Counselors should use it as a blueprint for collaboratively building a sequential and developmentally appropriate school counseling program.
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ACKNOWLEDGEMENTS
The North Carolina Department of Public Instruction wishes to express appreciation to the following individuals for their outstanding contributions and dedication to the development of the Guidance Curriculum for the Comprehensive School Counseling Program.
Expert Team Members
Shirley Cohen, Johnston County Schools
Andrea Farrow, Cabarrus County Schools
Ken Hayes, Rowan-Cabarrus Community Collage, CACRAO
Janet Huber, Charlotte-Mecklenburg Schools
Laura Russell, NC JobReady
Kenneth Simington, Winston-Salem/Forsyth County Schools
Patricia Slagel, Clay County Schools
Carolyn Smith, Gaston County Schools
Eric Sparks, Wake County Schools, NCSCA
Joseph Petty, Brunswick County Schools
Phyllis Post UNC-Charlotte, NCCA
Mary H. Williams, Edgecombe County Schools
Willa Wyatt, Madison County Schools
The following team members played major roles in the development of this document:
Team of Curriculum Writers
Joan Bishop, Guilford County Schools
Alan Hardy, Rowan/Salisbury Schools
Donna Henderson, Wake Forest University
Eleanor Herndon, NC REAL Enterprises
Sharon Nettles, Chatham County Schools
Debra Preston, UNC - Pembroke
Glenda Till, Cumberland County Schools
Carol Walters, Wilson County Schools
Betty Jo Wimmer
David Bryant
Sandra Peyser
Education Consultants
North Carolina Department of Public Instruction
Raleigh, NC
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USING THE CURRICULUM GUIDE
The Guidance Curriculum Guide for the Comprehensive School Counseling Program is a framework for school counselors to use when building or enhancing developmentally appropriate and school-wide counseling programs. The Blueprint specifies the comprehensive objectives expected for all K-12 students. These standards are based on the National Standards for School Counseling and are consistent with the National Career Development Guidelines Competencies, the North Carolina ABC Standards, and the SCANS. The Blueprint provides a matrix illustrating how the standards connect to each of these national and state initiatives.
There are three areas addressed in a counseling program: Academic Development, Career Development, and Personal and Social Development. This Curriculum provides sample lessons under each area and standard for elementary, middle and high school students.
Each Curriculum page includes the following information:
| Curriculum: | Provides the title of the Curriculum. |
|---|---|
| Area: | Indicates the area of guidance: Academic, Career, or Personal/Social Development. |
| Competency and Number: | Identifies the competency statement and the number based on the Blueprint. |
| Objective: | Identifies the desired student outcome(s). Each objective is identified according to the area and competency as provided in the Blueprint. |
| Grade Level: | Identifies the grade or level appropriate for the lesson. |
| Outline: | Identifies the purpose of the lesson. |
| Activities/ Strategies: |
Provides a content outline for counselors and teachers to use in delivering the competency objective and lesson. |
| Parent: | Recommends a supportive strategy. |
| Community: | Recommends a supportive strategy. |
| Evaluation: | Identifies procedures for assessing the objective of the lesson. |
COMPREHENSIVE SCHOOL COUNSELING GUIDANCE CURRICULUM BLUEPRINT
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A blueprint is a document illustrating the framework of the curriculum.
Shown on the blueprint are the areas of instruction, the core competencies in each area, and the specific objectives for each competency. The blueprint illustrates the recommended sequence of instruction for each competency as well as a designation for each competency as Core or Supplemental.
The Blueprint is intended to be used by counselors in planning the course of work for the year, preparing daily plans, and providing for appropriate interventions with students, parents, colleagues, and the community. For additional information about this blueprint, contact program area staff:
David Bryant, 919.807.3941 dbryant@dpi.state.nc.us or Betty Jo Wimmer, 919.807.3892 bwimmer@dpi.state.nc.us
| No. | Heading | Column Information |
|---|---|---|
| 1 | Competency # Objective # |
The School Guidance Curriculum is integrated in all subject areas through the School Improvement Plan. |
| 2 | Area Competency Objective Statements | Statements of area titles: Academic
Development, Career Development, Personal/Social Development; Competencies per area. Each competency combined with Outcome behavior |
| 3 | Core/Supplemental | Designation of the competencies and objectives as Core or Supplemental. |
| 4 | Integrated Skill Area: NCESAC | Shows links to the North Carolina Education
Standards and Accountability Commission Standards (ABCs) created by the General Assembly
in July 1993. Communication, Problem-Solving, Teamwork, Using Numbers and Data, Processing Information, Using Technology |
| 5 | Integrated Skill Area: SCANS | Shows links to the Secretary's
Commission on Achieving Necessary Skills (SCANS) Foundation Skills: Basic Skills, Thinking Skills, Personal Qualities Functional Skills: Resources, Interpersonal, Information Systems, Technology |
| 6 | Integrated Skill Area:NCDGC | Shows links to the National Career
Development Guidelines Competencies (NCDGC) 1) Self-Knowledge, 2) Exploration, 3) Career Planning |
The Department of Public Instruction provides programs and services without regard to race, creed, color, religion, parental/pregnant status, gender, age, national origin or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.
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