GUIDANCE CURRICULUM
GUIDANCE CURRICULUMRESOURCES AND APPENDIX
NCMentor™
NCMentor™ is an Internet-based, integrated student services system designed specifically for the post-secondary educational institutions in North Carolina. The system aids prospective students in their college search, selection and application processes. NCMentor™ allows North Carolina colleges and universities to reach out to students on a state, regional or national level to help them prepare for the collegiate experience by providing them with an interactive medium through which to explore.
The Mentor Vision
To provide students a simpler, friendlier process for:
- Selecting a campus
- Planning to meet university entrance and academic requirements
- Applying for admissions and financial aid
- Understanding financial aid eligibility and opportunities
- Planning careers and job placement
- Establishing an electronic communication link directly between the student and campuses of interest
To provide campuses:
- A faster, more efficient, cost-saving method to process applications
- Increased access to more and better-prepared students
- Direct communication with students
Student-Centered
An important aspect of the Mentor vision is to establish a student-centered rather than a school-based system: one that has the greatest chance to reach students and attain a high rate of utilization. Students can access a Mentor system on any computer that has an Internet connection - at home, at school, at the library, at work - at no cost to them. NCMentor™ is student-centered in that it promises a one-on-one "mentoring" environment giving information and data specific to the user.
As a student-centered resource, there are several phases available for students, including:
- Exploration - Gain an overview of higher education opportunities within a university, system or association. Begin to explore careers.
- Student Academic Portfolio - Create a personal academic portfolio as early as the eighth grade, and report academic achievement and progress toward meeting entrance requirements
- Pre-application - Retrieve information concerning individual campuses to help select the campus of choice. Retrieve information to permit career planning
- Application - Apply electronically to one or more campuses, pay required fees, etc., using electronic data transfer
- Financial Aid - Receive an estimate of financial aid eligibility and award amount, and experience a simpler financial aid process. Perform scholarship search online and fill out the FAFSA on the Web
- Electronic Mail - Connect, via free e-mail accounts, directly to specific departments at colleges or universities in North Carolina
Customized
NCMentor™ is tailored to the needs and specifications of the public, private and community colleges of North Carolina. As opposed to "cookie-cutter" systems, a large part of a Mentor system's success is attributed the XAP Corporation development team listening to customers (both students and educational institutions' representatives) and communicating with those customers throughout the various stages of requirements analysis, design, and testing. Such open communication ensures that Mentor serves the needs of universities and students.
MENTOR™ FEATURES
NC Mentor™ contains the following primary features:
- Student profile database - Creates and maintains a private, multi-purpose database containing the student's data profile which the student completes and becomes able to send multiple applications and forms by merely pointing and clicking.
- Student planner - Assists students in planning to meet college and university admission requirements.
- Online applications - Makes it possible for students to apply to one or more campuses quickly and easily and allows campuses to receive information electronically, reducing the amount of time and effort required to process each application.
- Financial aid eligibility and opportunities - Provides estimates of eligibility and award amounts and links to other helpful sites, including those containing scholarship and grant information.
- Specialized search engine - Enables users of the web site to search for a given topic within specific campus web sites, the Mentor web site, or the entire Internet.
- Integrated parametric view of campuses (campus comparisons) - Ranks campuses in order of performance for the various parameters of interest to the student.
- Student-campus matching assistant - Assists students in determining which campuses best match their requirements.
- "Virtual" campus tours - Provides "virtual" tours and descriptions of campuses.
- Graphical interface to campus web sites (direct links) - Enables users to go to a specific campus home page quickly and easily.
- E-mail between students and campuses - Establishes direct communication between students and campuses.
- Career planning and Job Placement - Assesses students' aptitudes and interests, informs the student about careers and maps careers to majors and majors/programs to colleges.
- Frequently asked questions - Provides users with answers to many questions regarding the collegiate experience, including those concerning admissions, financial aid, student life, and academics.
APPLICATION PROCESS
Admission Application
When students are ready to complete admission applications, the Mentor system
can automatically complete applications and forms and sends them electronically
to their appropriate destinations. In this manner, the students' applications
can be electronically delivered from Mentor and automatically uploaded to
the Student Information System of the selected campuses, thereby eliminating
the need for manual data entry and enabling admission notification much sooner
than with the traditional paper application. All required information is automatically
checked for accuracy, consistency and completeness. Students may pay the application
fee via check, fee waiver or credit card payment.
1. Data entry by student - from home, school or library
2. Data is checked and coded by the PC using XApplication Software
3. Data is formatted to your SIS's (Student Information System) format by
the Mentor Server
4. Data is automatically uploaded to your campus' SIS
To see other Mentor systems in operation, please check out:
www.csumentor.edu
www.wisconsinmentor.org
www.georgiamentor.org
www.massmentor.edu
www.illinoismentor.org
www.nymentor.edu
www.texasmentor.org
www.kentuckymentor.org
NC COURSE OF STUDY
Graduation Requirements*
| Content Area | CAREER PREP Course of Study Requirements |
COLLEGE TECH PREP** Course of Study Requirements |
COLLEGE/UNIVERSITY PREP Course of Study (UNC 4-yr college)Requirements |
OCCUPATIONAL*** Course of Study |
| English | 4 Credits I, II, III, IV |
4 Credits I, II, III, IV |
4 Credits I, II, III, IV |
4 Credits Occupational English I, II, III, IV |
| Mathematics | 3 Credits Including Algebra I |
3 Credits** Algebra I, Geometry, Algebra II, OR Algebra I, Technical Math I&II, OR Integrated Mathematics I,II,&III |
4 Credits (4th credit effective for first time ninth graders in 2002-2003) Algebra I, Algebra II, Geometry, and higher level math course with Algebra II as prerequisite OR Integrated Mathematics I,II,III, and a credit beyond Algebra II |
3 Credits Occupational mathematics I, II, III |
| Science | 3 Credits A Physical Science course, Biology, Earth/Environmental Science |
3 Credits A Physical Science course related to career pathway (CP), Biology, Earth/ Environmental Science |
3 Credits A Physical Science course, a Life or Biological course (Biology), Earth/ Environmental Science |
2 Credits Life Skills Science I, II |
| Social Studies | 3 Credits Government/ Economics (ELPS), US History, World Studies | 3 Credits Government/ Economics (ELPS), US History, World Studies | 3 Credits Government/ Economics (ELPS), US History,World Studies (2 courses to meet UNC minimum admission requirements- US History & 1 elective) | 2 Credits Government/US History Self-Advocacy/Problem Solving |
| Second Language | Not required | Not required** | 2 Credits in the same language | Not required |
| Computer Skills | No specific course required, students must demonstrate proficiency through state testing (starting with graduating class of 2001) | No specific course required, students must demonstrate proficiency through state testing (starting with graduating class of 2001) | No specific course required, students must demonstrate proficiency through state testing (starting with graduating class of 2001) | Computer proficiency as specified in IEP |
| Health and Physical Education | 1 Credit Health/ Physical Education |
1 Credit Health/ Physical Education |
1 Credit Health/ Physical Education |
1 Credit Health/ Physical Education |
| Career/ Technical | 4 Credits in Career/ Technical Select
courses appropriate for career pathway to include a second level (advanced)
course OR 4 Credits in an Arts Discipline Select courses appropriate for career pathway to include an advanced course |
4 Credits Select courses appropriate for career pathway to include a second level (advanced) course |
Not required | 4 Credits Vocational education electives |
| Arts Education (Dance, Music, Theatre Arts, Visual Arts) |
Recommend at least one credit in an arts discipline and/or requirement by local decision (for students not taking an arts education pathway) | Recommend at least one credit in an arts discipline and/or requirement by requirement by local decision | Recommend at least one credit in an arts discipline and/or requirement by local decision | Recommend at least one credit in an arts discipline and/or local decision |
| Electives or other requirements | 2 Elective Credits and other credits designated by LEA Proficiency on Exit Exam | 2 Elective Credits and other credits designated by LEA Proficiency on Exit Exam | 2 Elective Credits and other credits designated by LEA Proficiency on Exit Exam | Occupational
Preparation: 6 Credits: Occupational Preparation I, II, III, IV**** Elective credits/completion of IEP objectives/Career Portfolio- required/No Exit Exam |
| Total | Depends on local requirements | Depends on local requirements | Depends on local requirements | Depends on local requirements |
*Effective for ninth graders entering for the first time in 2000-01.
**A student pursuing a College Tech Prep course of study may meet the requirements
of a College/University course of study by completing 2 credits in the same
second language and one additional unit in mathematics.
***This course of study shall be made available for certain students with disabilities
who have an IEP, beginning with first time ninth graders in 2000-01. The state
Board of Education approved this course of study for the APA process to begin.
****Completion of 300 hours of school-based training, 240 hours of community-based
training, and 360 hours of paid employment.
KEY PRACTICES OF HIGH SCHOOLS THAT WORK
- Higher expectations
- Revising workforce Development courses
- Revising academic Studies
- Challenging Program
- Work-based learning
- Teachers working
- Students engaged
- Guidance/Advising
- Extra help and time
- Assessment and evaluation
- Setting higher expectations and getting students to meet them.
- Increasing access to challenging workforce/technical courses.
- Increasing access to academic studies.
- Guiding students to complete a challenging program of study with an academic core.
- Providing access to work-based learning.
- Creating time for teachers to plan together.
- Engaging students as active learners in the learning process.
- Implementing guidance and advising system.
- Structuring a system of extra help.
- Using assessment to improve curriculum, school climate, organization and management.
GOALS OF HSTW
- To increase the mathematics, science,communication, problem-solving, and technical achievement and the application of learning, for students.
- To blend the essential content of traditional college preparatory studies- mathematics,science, and language arts - with quality vocational and technical studies by creating conditions that support school leaders, teachers and counselors in carrying out the key practices.
Southern Regional Education Board (SREB), High Schools That Work (HSTW)
592 Tenth Street NW, Atlanta, Ga. 30318 Phone 404.875.9211 Fax: 404.872.1477
ACADEMIC DEVELOPMENT RESOURCES
PUBLISHERS
ACT Career Planning Services
Educational Services Division
Post Office Box 168
Iowa City, IA 52243
319.337.1566
404.231.1952
American Guidance Services
4201 Woodland Road
Circle Pines, MN 55014
800.328.2560
American Vocational Association
Department 93C
1410 King Street
Alexandria, VA 22314
800.286.9972
Career Communications, Inc.
6701 West 64th Street
Overland, Park, Kansas 66202
800.669.7795
Center on Education and Work
University of Wisconsin, Madison
964 Educational Sciences Building
1025 West Johnson Street
Madison, WI 53706
800.442.4612
Chronicle Guidance Publications
Aurora Street
Moravia, NY 13118
800.622.7284
COIN Education Products
3361 Executive Parkway, Suite 302
Toledo, OH 43606
800.274.8515
The College Board
Southern Regional Office
100 Cresent Centre Parkway
Suite 340
Tucker, GA
770.908.9734
sro@collegeboard.org
Consulting Psychologists Press, Inc.
Post Office Box 10096
Palo Alto, CA 94306
800.624.1765
Creative Educational Video
Post Office Box 66265
Lubbock, TX 79424
800.992.9965
Enter Here LLC
1620 Central Street
Evanston, IL 60201
800.577.2271
EDITS
Post Office Box 7234
San Diego, CA 92167
619.488.1666
Glencoe/MacMillian/McGraw-Hill
Regional Office -Southeast USA
6510 Jimmy Carter Boulevard
Norcross, GA 30071
800.983.3992
NC State Occupational Information
Coordinating Committee (NC SOICC)
Post Office Box 25903
Raleigh, NC 27611
919.733.6700
Orchard House, Inc.
46 Love Lane
Concord, MA 01742
800.423.1303
Peterson's Guides
Post Office Box 2123
Princeton, NJ 08543
800.EDU.DATA
Piney Mountain Press, Inc.
Post Office Box 86
Cleveland, GA 30528
800.255.3127
Psychological Assessment Resources, Inc.
Post Office Box 998
Odessa, FL 33556
800.331.TEST
Rick Trow Productions, Inc.
Post Office Box 291
New Hope, PA 18938
800.247.9404
Sunburst Communications, Inc.
Post Office Box 40
Pleasantville, NY 10570
800.431.1934
Wintergreen Orchard House
Riverside Publishing
425 Spring Lake Drive
Itasca, IL 60143
800.767.8420
NC Mentor (Pathways Program)
UNC General Administration
P O Box 2688
Chapel Hill, NC 27515
ncmentor.org
919.962.1000
Student Athletic Eligibility
NCAA
P O Box 6222
Indianapolis, IN 46206
www.ncaa.org/eligibility
NCAA Hotline 800.638.3731
High School That Work Program
Southern Regional Education Board (SREB)
592 Tenth Street NW
Atlanta, Ga 30318
404.875.9211 Fax 404.872.1477
Learn NC - The NC Teacher's Network
School of Education
CB # 3500 , Peabody Hall
Chapel Hill, NC 27599-3500
www.learnnc.org
919.962.8888
North Carolina Independent Colleges and Universities
879-A Washington Street
Raleigh, NC 27605
919.832.5817
Promotions and Standards
www.ncpublicschools.org/student_promotion/
INTERNATIONAL CAREER DEVELOPMENT LIBRARY (ICDL)
The ICDL is an on-line collection of full-text resources for counselors, educators, workforce development personnel, and others providing career development services. The ICDL was designed by ERIC/CASS with collaboration and funding by the National Occupational Information Coordinating Committee (NOICC). Visit the ICDL at: http://icdl.uncg.edu
The ICDL includes the following features:
- Full- text database of career development materials
- Customized search engine
- Interactive discussions of compelling career issues
- Original papers by experts in the field posted on-line
- An electronic library card with career information filtering properties
- Comprehensive list of links to quality career websites around the world
- Information and updates on related training registries
- Networking with colleagues around the world
CAREER DEVELOPMENT RESOURCES
RESOURCES
Bergin, J. J. (2000) The new job offer. In Pope, M., & Minor, C. W. (Eds.).Experiential activities for teaching career counseling classes and for facilitating career groups. Columbus, OH: National Career Development Association.
Crabbe, Anne Borland.(1994) Toward active learning: Integrating the scans skills into the curriculum. Hamlet: Richmond Community College.
Ettinger, J. M. (1996). Improved career decision making in a changing world. Garrett Park, MD: Garrett Park.
National Alliance for Partnerships in Equity
3105 South Street, NW
Washington, DC 20007
NC SOICC (State Occupational Information
Coordinating Committee)
P O Box 25903
Raleigh, NC 28611
919.733.6700
- NC Career Choices Tabloid and User's Guide
- The REAL Game
- NC Career Explorer on the Internet
- NC Careers 2000
International Career Development Library (ICDL)
ERIC Clearinghouse for Counseling and Student Services at The University of
North Carolina at Greensboro (ERIC/CASS)
NORTH CAROLINA WEB RESOURCES
NC Careers 2000
www.nccareers.org
NC Community College System
http://www.ncccs.cc.nc.us/
NC Department of Commerce
http://www.commerce.state.nc.us
North Carolina Business
Committee for Education
www.ncbce.org
North Carolina Department of Labor
www.dol.state.nc.us
NC Department of Public Instruction
http://www.ncpublicschools.org
North Carolina JobReady
www.jobready.state.nc.us
NC Employment Security Commission
http://www.esc.state.nc.us
University of North Carolina System
http://www.ga.unc.edu
Career Key
National Skill Standards Board
www.nssb.org
School-to-Work Internet Gateway
http://www.stw.ed.gov/
US Department of Education
http://www.ed.gov
US Department of Labor
http://www.dol.gov
Military Career Guide Online
http://www.militarycareers.com/
Career and Job information Resources on the Internet (free)
| Sources of Job Information | Internet Address | Description |
|---|---|---|
| 100 Hot Jobs | http://www.100hot.com/jobs | The Web's most popular jobs and career sites |
| America's Job Bank | http://www.ajb.dni.us | Links also to America's Talent Band and Career Info Net |
| Career City | http://www.careercity.com | Professional/Technical job listings |
| Career Mosaic | http://www.careermosaic.com | Up-to-date career information |
| Career Net | http://www.careers.org | Online career resource center |
| Career Path | http://www.careerpath.com |
Search a listing of jobs from newspapers and web sites |
| Career-nSite | http://www.career-nsite.com | Connections to 10 "jobs available" databases |
| Edgar Stern@NYU | http://edgar.stern.nyu.edu | Research businesses |
| ERISS (San Diego based) | http://www.eriss.com | Detailed information on surveyed occupations |
| E-Span | http://www.espan.com | Locate the right job |
| JobBank USA | http://www.jobbankusa.com | Provides employment and resume information |
| JOBTRAK | http://www.jobtrak.com | Partnership with 750 college career centers |
| Monster Board | http://www.monster.com | Provides job search tools |
| My Future | http://www.myfuture.com | High school Career assistance |
| Online Career Center | http://www.occ.com | Comprehensive career center |
| Summer Jobs | http://www.summerjobs.com | World-wide listing of summer jobs |
| Yahoo Classifieds | http://classifieds.yahoo.com | Search classifieds locally or nationally |
| Job Clearinghouses | ||
| Career Paradise | http://www.emory.edu/CAREER/index.html | Imaginative and colorful website |
| Career Resources Homepage | http://www.rpi.edu/dept/cdc/homepage.html |
Meta-index of Internet career resources |
| The Catapult | http://www.jobweb.org/catapult/catapult/htm | Springboard to career and job-related sites |
| Job Hunt | http://www.job-hunt.org | Meta-list of online job search resources |
| JobSmart | http://www.jobsmart.org | Job search tips and leads |
| The Riley Guide | http://www.rileyguide.com/ | Comprehensive clearinghouse |
| What Color is Your Parachute? | http://www.jobhuntersbible.com/ | Richard Bolles' best-seller |
| State Government Resources | ||
| NC Community College System | http://www.ncccs.cc.nc.us/ | Provides access to college and system info |
| NC Department of Commerce | http://www.commerce.state.nc.us | Workforce and economic development |
| NC Department of Public Instruction | http://www.ncpublicschools.org | Public school information |
| NC Division of Employment & Training | http://www.jtpa.state.nc.us | JTPA programs and links to local sites |
| NC Employment Security | http://www.esc.state.nc.us | Provides job listings and applications |
| NC Job Link (One-Stop Centers) | http://www.joblink.state.nc.us | Access to job link sites |
| NC Office of Personnel | http://www.osp.state.nc.us/ | North Carolina government jobs |
| North Carolina School-to-Career | http://www.jobready.state.nc.us | JobReady tools and information |
| University of North Carolina | http://www.ga.unc.edu | Provides access to each university |
| Federal Resource & Initiatives | ||
| America's Career Info Net | http://www.acinet.org | Occupational and labor market info |
| America's Learning Exchange | http://www.alx.org | "yellow pages" of short term training |
| NOICC | NOICC/CDTI network and resources | |
| National Skills Standards Board | http://www.nssb.org | Work/report on/by industry standards |
| National Center for Education Statistics | http://www.ed.gov/ | |
| School-to-Work Gateway/office | http://www.stw.ed.gov | Primary source of STW information |
| US Department of Education | http://www.ed.gov | Education Reports |
| US Department of Labor | http://www.dol.gov
|
|
| Internet Resources for Counselors | ||
| American Counseling Assoc | http://www.counseling.org | Up to date counseling information |
| American Vocational Assoc | http://www.avaonline.org | Professional organization information |
| American Psychological Assoc | http://www.apa.org | Professional organization information |
| Amer.Soc. Of Association Exec | http://www.asaenet.org | Professional organization information |
| Center for Occupational R & D | http://www.cord.org | Features curriculum development |
| Chronicle of Higher Education | http://www.chronicle.com | News and information for higher education |
| College View | http://www.collegeview.com | College information |
| CounselorNet Gopher Menu | gopher://gopher.plattsburgh. edu:70/11/.cnedtdir |
|
| Financial Aid | http://www.ed.gov/inits/stm/finaid.html | Financial aid assistance |
| FAFSA | http://www.fafsa.ed.gov | Free application for Federal Student Aid |
| HotMail | http://www.hotmail.com | Free E-mail addresses |
| ICESA | http://www.icesa.org | Interstate Conference of ESC |
| National Career Dev Asso | http://www.ncda.org | Professional organization info |
| Peterson's Education Center | http://www.petersons.com | College and career info |
| Library in the Sky | http://www.nwrel.org/sky/ | |
| NC R.E.A.L Curriculum | http://www.ncreal.org | Entrepreneurship Education Resources |
| Subscription Service | ||
| Career Parent Magazine | http://careerparent.com | Career information for parents |
ETHICS COMMITTEE
ETHICAL ISSUES: TIPS FOR SCHOOL COUNSELORS
1. Act in the best interests of the clients at all times. Act in good faith and in the absence of malice.
2. Inform clients of possible limitations of the counseling relationship prior to beginning of the relationship.
3. Increase awareness of personal values, attitudes, and beliefs; refer when personal characteristics hinder effectiveness.
4. Attempt actively to understand the diverse cultural backgrounds of the clients with whom you work, including your own cultural/ethnic/racial identity and its impact on your values and beliefs about the counseling process.
5. Function within the boundaries of personal competence. Be aware of personal skill levels and limitations.
6. Explain why you do what you do. A theoretical rationale should undergird counseling strategies and interventions.
7. Encourage family involvement, where possible, when working with minors in sensitive areas which might be controversial.
8. Follow written job descriptions. Be sure that what you are doing is defined as an appropriate function in your work setting.
9. Read and adhere to the ethical standards of your profession. Keep copies of the ethical standards on hand, review them periodically, and act accordingly.
10.Consult with other professionals(colleagues, supervisors, counselor educators, professional association ethics committee, etc.). Have a readily accessible support network of professionals.
11.Join appropriate professional associations. Read association publications and participate in professional development opportunities.
12.Stay up-to-date with laws and current court rulings, particularly those pertaining to counseling with minors.
13.Consult with a knowledgeable attorney, when necessary. In questionable cases, seek legal advice prior to initiating action.
STEPS IN MAKING ETHICAL DECISIONS
1.Identify the problem or dilemma
- Gather as much information as possible
- Is conflict ethical, legal or moral or a combination
2.Identify competing moral principles
- Evaluate the rights, responsibilities, and welfare of all those affected by the situation.
3.Review the relevant ethical guidelines
- Are your own values and/or ethics in conflict with the relevantguidelines?
4.Obtain consultation
- Consult with a colleague
5.Consider possible & probable courses of action.
- Brainstorm
6.Consider the consequences of various decisions
- Ponder the implications of each course of action
- Use the four fundamental principles
7.Decide on what appears to be the best course of action.
- After deciding, try not to second guess
8.Implement your decision!
Used with permission American School Counselor Association ( Copyright 1999-2001)
801 North Fairfax Street Suite 310 Alexandria, VA 22314 800.306.4722
Copyright 1999-2001 American School Counselor Association (Used with permission)
801 North Fairfax Street Suite 310 Alexandria Va 22314 800.306.4722
ETHICAL DECISION-MAKING
This model is based on five basic moral principles:
- Autonomy - promotion of self determination
- Beneficence - promoting good for others
- Nonmaleficence - avoid doing harm
- Justness - provide equal treatment to all people
- Fidelity - keeping our promises
PERSONAL/SOCIAL DEVELOPMENT RESOURCES
American Guidance Services
4201 Woodland Road
Circle Pines, MN 55014
800.328.2560
The Big Dummy's Guide to Service Learning
http://www.fiu.edu/~time4chg/Library/bigdummy.html
The Learn and Serve America Home Page
http://www.nationalservice.gov/home/site_map/index.asp
Center for the Advancement of Ethics and Character
Dr. Kevin Ryan, Director
Boston University
School of Education
605 Commonwealth Ave.
Boston MA 02215
617.353.3262
Center for the Fourth and Fifth Rs (Respect and Responsibility)
Tom Lickona, Director
Education Department
SUNY Cortland
Cortland, NY 13045
607.753.2455
The Character Counts Coalition
4640 Admiralty Way, Suite 1001
Marina del Rey, CA 90292
310.306.1868
The Character Education Partnership
John A. Martin, Executive Director
1250 North Pitt Street
Alexandria, VA 22314
703.739.9515
Charney, Ruth.(1992)Teaching children to care, in Management in the
responsive classroom. Greenfield, MA: Northeast Foundation for Children.
Elliott, Steven N. (1993) Caring to learn, a report on the positive impact of a social curriculum. Greenfield, MA: Northeast Foundation for Children.
Lickona, Thomas. (1992) Educating for character: how our schools can teach respect and responsibility. New York: Bantam Books.
Sampson, J. P., Jr. (1998). The Internet as a potential force for social change. In C.C. Less & G. R. Walz (Eds.) Social action: a mandate for counselors ) p. 213-225). Greensboro, NC : UNCG, ERIC Clearinghouse on Counseling and Student Services.
Vincent, Philip Fitch. (1994) Developing character in students: a primer for teachers, parents and communities. Chapel Hill: Character Development Publications.
Vincent, Phillip Fitch. Editor. (1996) Promising practices in character education: nine success stories from around the country. Chapel Hill: Character Development Group.
Net Resources for Special Children (IRSC)
http://www.irsc.org
ASSESSING NEEDS AND EVALUATING PROGRAMS
A balanced school guidance and counseling program meets the needs of individuals and groups within diverse student populations. It begins with annual and on-going needs assessment and program evaluation by school counselors. Assessing the needs of school populations helps to set program priorities and allows school counselors to channel their energies and efforts where they are needed most.
Assessment of needs includes input from students, parents, teachers, administrators, other school personnel and community members when possible.
Needs assessment processes consist of the following steps:
- Identifying the purpose of needs assessment
- Selecting populations for assessment
- Designing and using assessment instruments and processes to collect data
- Collecting the data (including School Improvement and Safety Plans)
- Interpreting data and determining priorities for the counseling program
- Integrating
a written plan of action with the total safe schools and school
improvement plan.
DELIVERING THE GUIDANCE CURRICULUM OF THE NORTH CAROLINA COMPREHENSIVE SCHOOL COUNSELING PROGRAM
The guidance curriculum is usually organized around three broad domains of learning with student competencies and indicators identified for each domain. This framework presents the National Career Development Guidelines from NOICC and also the National Standards for School Counseling Programs from ASCA as recommendations. Each local school district develops performance indicators or local standards as a measure of how they will meet the competencies.
Needs Assessment Surveys
While all of the competencies are important for student development, each district
will also select local priorities. The process for determining local priorities
is based on the results of needs assessment surveys. While the needs assessment
is the main method of determining local priorities, the knowledge and training
of guidance personnel must also be taken into consideration.
A sample needs assessment survey is provided as an example.
GUIDANCE CURRICULUM PROGRAM NEEDS ASSESSMENT (Sample)
The counselors would like your help in planning the guidance program. Please read the directions and give your honest feedback. Do not sign this form, just circle whether you are a student, parent, teacher, or community member. Thank you for your cooperation.
Student Parent Teacher Community Member
The following list names some topics that might be addressed in a guidance program. Even though all of these topics may sound interesting or valuable, we are trying to find out what students, parents, teachers, and community members consider to be the most important topics. We would like you to rank order the 10 topics you feel would be most valuable in terms of your own needs or the needs of the whole school. Put the number 10 next to the topic that you feel would be most valuable; the number 9 by the next most valuable; and so on down to number 1. Do not list more than 10. If you have some suggestions that are not included on the list, place them in the spaces that have been provided and include your suggestions in your top 10 rankings.
1. ___ Help with educational planning, curriculum, graduation requirements
and choosing courses.
2. ___ Self-awareness and self-concept.
3. ___ Life planning (balancing occupation, family, leisure, and so on).
4. ___ Help for special learning needs.
5. ___ Communication skills.
6. ___ How other people influence our values and decisions.
7. ___ Substance abuse.
8. ___ Resolving conflicts and making compromises.
9. ___ Problem solving.
10. ___ Coping with difficult situations (divorce,loss, moving, new school adjustment).
11. ___ Suicide.
12. ___ Job-seeking and job-keeping skills.
13. ___ Study skills.
14. ___ Decision-making skills.
15. ___ Help for transfer students.
16. ___ Special enrichment programs (Boy's/Girl's State, Talent Search, Upward
Bound).
17. ___ Orientation to guidance services and how to use them.
18. ___ Exploration of personal goals and aspirations.
19. ___ Help with postsecondary options, admissions, applications, recommendations,
and financial aid.
20. ___ Dating/relationship issues.
21. ___ Family relationships.
22. ___ Peer relationships.
23. ___ Social adjustment (making friends, getting along with people).
24. ___ School/classroom behavior.
25. ___ Sexual issues.
26. ___ Physical or sexual abuse or neglect concerns.
27. ___ Other.
28. ___ Other.
To determine program priorities, tally the items. Identify the items that have more than one 10's, 9's, 8's, etc. Determine the final priorities by group consensus.
II.Guidance Services: Typically, guidance topics are addressed through the six major service areas listed below with sample of the services. After reading the list, circle the appropriate number to rate the service areas according to the emphasis they should receive in the total guidance program.
4 - Top Priority
3 - Moderate Priority
2 - Fairly Low Priority
1 - Very Low Priority
| 4 3 2 1 | 1. Counseling Service: individual and group counseling, support groups, referral to agencies. |
| 4 3 2 1 | 2. Testing Service: achievement tests, career interest inventories, special needs assessment, personality inventories. |
| 4 3 2 1 | 3. Information Service: student records, handbooks, computerized data programs, postsecondary catalogues. |
| 4 3 2 1 | 4. Placement Services: enrichment programs, college admissions, course selection, career advising, referral to agencies. |
| 4 3 2 1 | 5. Consultation Service: conferences with parents, teachers, and administrators, student assistance program. |
| 4 3 2 1 | 6. Curricular Services: organization of materials for classroom teacher adoption, group and classroom presentation of guidance topics. |
Guidance Curriculum Development and Delivery Strategies
Needs assessment results are used as a basis for developing the curriculum that
is delivered to students. Program activities and curriculum are developed in
a number of ways. You will want to develop activities or use resources from
the professional organization that will expand on the identified results from
the needs assessment surveys. When developing activities to accompany the state
or local guidance and counseling model, it is important to use a consistent
format. An example is provided at the end of this curriculum.
SCHOOL COUNSELING PROGRAM SELF-ASSESSMENT SCALE
Directions: Circle your response to each question and fill in the respective
point values in the blank spaces.
Total your points for all the questions.
1.Do you have a written plan of program goals and objectives and is the
plan revised each year based on
need's assessment?
| No, I do not have a written plan. | 0 points ______ |
| No, but I believe one is important. | 1 point ______ |
| Yes, I have a written plan, but it is the same each year. | 1 point ______ |
| Yes, I have a written plan and revise it each year. | 3 points ______ |
2.Do you spend most of your time in individual contacts with students?
| Yes. | 1 point ______ |
| No, but I spend too much time. | 2 points ______ |
| No, my time is balanced among many services. | 3 points ______ |
| No, I do not do much individual work with students. | 0 point ______ |
3.Do you provide a wide range of services, including group counseling, group guidance, teacher consultation, parent education, individual counseling, student appraisal, and referrals?
| Yes. | 3 points ______ |
| Somewhat. | 1 point ______ |
| No. | 0 point ______ |
4.How many group counseling sessions do you lead in a typical week?
| None. | 0 point ______ |
| Between 1 and 2 | 1 point ______ |
| Between 2 and 6 | 3 points ______ |
| Between 6 and 10 | 2 points ______ |
| More than 10 | 1 point ______ |
5.Do you present all the classroom or group guidance in your school?
| Yes. | 1 point ______ |
| No, teachers do some classroom guidance. | 3 points ______ |
| No, there is no classroom guidance in my school. | 0 points ______ |
6.Do you spend a large amount of time in crisis counseling and remedial interventions?
| Yes, a majority of my time. | 1 point ______ |
| No, not a major portion of my time. | 3 points ______ |
| No, not a large amount, but I want to do less. | 2 points ______ |
| No, I do not do any crisis or remedial counseling. | 0 points ______ |
7.Do you have an Advisory Committee for your counseling program?
| No. | 0 points ______ |
| Yes, but not an active one. | 1 point ______ |
| Yes, and it helps plan and evaluate the program. | 3 points ______ |
8.Is your time consumed by clerical tasks?
| Not really. | 3 points ______ |
| Sometimes. | 1 point ______ |
| Yes, most of the time. | 0 point |
9.Are your teaching colleagues an integral part of the counseling program.
For example do they refer
students to you on a regular basis? Do they present classroom lessons from the
school counseling curriculum?
| Yes, very much so. | 3 points ______ |
| No, it is my program; most teachers do not want to be involved. | 0 point ______ |
| No many, but some are involved. | 1 point ______ |
10.Are you visible in the school? For example, do you help out with supervision
of the halls and campus
occasionally? Do you attend extracurricular functions? Do you eat lunch with
students in the cafeteria?
| Yes, I believe I am visible. | 3 points ______ |
| I would like to be more visible, but I have so much work to do. | 0 point ______ |
| Somewhat, I could be more visible. | 1 point ______ |
11.Are you accessible to students, parents and teachers?
| Yes, very accessible. | 3 points ______ |
| Sometimes, It is difficult to be available to everyone. | 1 point ______ |
| Not like I want. People have so many other demands of me. | 0 point ______ |
12.Does the principal include counseling in the school improvement plan for the school?
| Yes. | 3 points ______ |
| Somewhat. | 2 points ______ |
| Never. | 1 point ______ |
| TOTAL ______ |
Scoring: The closer you score to 36 points, the more comprehensive your school counseling program and the more control you have over program planning and implementation.
Reprinted with permission from Dr. John J. Schmidt, East Carolina University
IMPLEMENTATION REVIEW
Your suggestions and insights are needed to help evaluate the Guidance Curriculum for the Comprehensive School Counseling Program. Please take a moment to respond to the following questions and return the form to the Department of Public Instruction by mail or FAX.
Rate the following statements from 1-5, with 1 being lowest and 5 being highest.
| 1. The document is well structured | 1 2 3 4 5 |
| 2. The document is written and formatted in a way that makes it easy to use. | 1 2 3 4 5 |
| 3. The document is useful to teachers as well as counselors. | 1 2 3 4 5 |
4. What suggestions do you have for additions or corrections to the blueprint and/or the curriculum guide? (Please use back for additional comments.).
5. If you would like to be a part of the development of future revisions of
this document, please give us your:
Name_______________________________________________________________________
School_______________________________________________________________________
Address______________________________________________________________________
Phone________________________________________FAX____________________________
e-mail_______________________________________________________________________
This curriculum is made available via the DPI webpage, are you be able to access
it easily?
Yes________ No________
Return to:
Betty Jo Wimmer, Consultant
Department of Public Instruction
301 N. Wilmington Street
Raleigh, NC 27601
e-mail: bwimmer@dpi.state.nc.us
919.807.3892 919.807.3656
TEMPLATE
CURRICULUM: SCHOOL COUNSELING
AREA: ACADEMIC DEVELOPMENT
COMPETENCY
OBJECTIVE:
GRADE:
OUTLINE:
ACTIVITIES/STRATEGIES:
RESOURCES:
TEACHER:
COUNSELOR:
PARENT:
COMMUNITY:
EVALUATION:
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