DAPHNE EAST ELEMENTARY SCHOOL’S COUNSELING AND GUIDANCE PROGRAM GUIDE TABLE OF CONTENTS Mission Statement ………………………. 3 Program Benefits ………………………. 4 Program Delivery Components ……………. 6 Program Structural Components 18 Program Goals for Students ………………… 20 Minimum Requirements ……………………… 21
personal and career planning. Purpose Student awareness, skill development, and application of skills needed in everyday life. Purpose Student educational and occupational planning, decision-making, and goal setting. Purpose Prevention and intervention. Purpose Program delivery and support. Resources District K-12 Counseling and Guidance lessons Counselor items Collaboration with counselors either face-to-face or through learning circles on Google+, Twitter, etc. Trevor Romain materials Resources ACT Aspire scores Scantron Grades STAR Reading STAR Math Career inventories and activities Resources Referrals for the following services or programs: Section 504 ESL Program DHR School Resource Officers (Daphne Police Dept.) School Nurses Elementary Social Workers All Kids Insurance Altapointe Drug Education Council Carehouse Ecumenical Ministries and SOAR (Altapointe) Resources Workshops/Conferences Alabama Counselor Academy Annual ALCA Conference District Counseling In-Services Local In-services Counselor Materials and Resource Surveys Counselor Role Structured groups Consultation Guidance Curriculum implementation Counselor Role Assessment Planning Placement Counselor Role Individual Counseling Small-group counseling Consultation Referral Counselor Role Program development and management Consultation Coordination GUIDANCE CURRICULUM PURPOSE The purpose of Daphne East Elementary School’s guidance curriculum is to provide guidance content in a systematic way to every student. The curriculum emphasizes decision-making, self-understanding, career exploration and preparation, and the improvement of study skills. ADDRESSED
Minimum Requirements Program Accountability Daphne East Elementary School’s counselor utilizes the competencies in the specific domains as they to the individual grade levels of the school; develops at least one activity that addresses each competency for each grade level; develops a planned calendar of activities; and develops or adapts forms for the purpose of gathering data for monitoring student and program progress. Individual School Adaptation of Program Delivery Components involves aligning the four program delivery components of the former State Plan (1996) and the new State Plan (2003) according to the changes and additions outlined in the new State Plan. The new additions of parent workshops and instruction, peer facilitation, program management and operations, and fair-share responsibilities have been noted. Individual School Adaptation of Program Structural Components involves developing management agreements that reflect the Minimum Requirements for School Counseling and Guidance Programs in Alabama; consulting counseling and guidance advisory committees; incorporating use of data for monitoring program and student progress; developing action plans; and utilizing a planned calendar of activities. Individual School Program Accountability involves developing forms and sample reports for program evaluation; conducting program audits; and utilizing school counselor performance evaluations. Individual School Program Implementation Process involves the following: Develop counselor forms Draft initial document Document review by administrators and stakeholders Make changes Finalize document Secure letter of approval from supervisor Provide a copy of finalized document to Central Office and counselor’s offices