Georgia's comprehensive guidance program manual, grades K-5

Acknowledgments
Career Guidance Taskforce

The Career Guidance is a statewide group of highly dedicated professionals who contributed their time, expertise, and talent to the revision of this publication over a two-year period. The taskforce is made up primarily of guidance counselors, along with several Technology/Career Education administrators. This group is to be commended for their service and the resulting final product.

Carol Walters Guidance Counselor Shirley Hills Elementary School Warner Robins

Anne Carlson Guidance Counselor Sprayberry High School Marietta

Deborah Cowan Guidance Counselor Pleasantdale Elementary School Doraville

Vickie Watts Coordinator, Guidance and Counseling Gwinnett County Schools Lawrenceville

Sarah Thompson Guidance Counselor McNair Middle School College Park

Jane Belflower Guidance Counselor Shirley Hills Elementary School Warner Robins

Ken Pritchard Principal Loganville High School Loganville

Linda Bivins Guidance Counselor Brookdale Elementary School Macon

Becky Bridges Guidance Counselor Eastside High School Covington

Melodia Charles Guidance Counselor McNair Middle School College Park

Evangeline Hughes-Sterling Guidance Counselor Rowland Elementary School Stone Mountain

Janice Connor Guidance Counselor Frederick Douglas High School Atlanta

Margaret Hightower Guidance Counselor Burke County Middle School Waynesboro

Harriet Swift Assistant Director, Student Assistance Programs Cobb County Schools Marietta

i

Vivan Snyder Guidance Counselor Bear Creek Middle School Fairburn

Cora Brinson Guidance Counselor Risley Middle School Brunswick

Ernie Shanks Guidance Counselor Colquitt County High School Moultrie

Sylvia McGee Guidance Counselor Bibb County Schools Macon

Nancy Bailey Guidance Counselor Smith Barnes Elementary School Stockbridge

Rosemarie Perry Guidance Counselor Griffin Middle School Smyrna

Mildred McCoy Guidance Counselor Forest Park Middle School Forest Park

Janice Baker Guidance Counselor Lanier County Schools Lakeland

Gwen Harris Guidance Counselor Norcross Elementary School Norcross

Joyce Chandler Guidance Counselor Salem High School Conyers

Cecilia Harbison Guidance Counselor Norcross Elementary School Norcross
Thanks also to Cathy Key, guidance counselor at Woodstock High School, for offering technical assistance and sharing resources during the final taskforce meeting.

Development of Additional Math/Science Activities

Thanks are in order to following guidance counselors for developing additional math/science activities for the career guidance manual.

Cecilia Harbison Norcross Elementary School Norcross

Donna Barbour Jonesboro High School Jonesboro

Margaret Hightower Burke County Middle School Waynesboro

ii

Steering Committee

The Steering Committee assumed leadership for field testing the Smart Choices booklet. In addition to their individual critique, these educators presented the booklet and a survey to students and teachers in their schools/systems to obtain their comments and suggestions. This feedback was used to fine-tune the Smart Choices booklet. The committee is made up of a crosssection of Technology/Career Education providers. The committee's willingness to coordinate the project is greatly appreciated.

Charles Banks Vocational Director Terrell County Schools

Mike McLendon Youth Apprenticeship Coordinator Carroll County

Miriam Hanson Career Counselor Cherokee County Schools

Wendy Moore Youth Apprenticeship Coordinator Lanier County

Janie Lore Youth Apprenticeship Coordinator Coweta-Heard Counties

iii

Foreword
Georgia's Comprehensive Career Guidance and Counseling Program Manual is designed to help counselors address the changing needs in comprehensive career guidance for all youth. This guide emphasizes a team approach to guidance through collaboration with teachers, administrators, students, parents, and community members and offers a model to implement, deliver, and evaluate the guidance program at all levels. This manual also features an expanded emphasis on career development as a lifelong continuous process of personal, social, familial, educational, and occupational choices and personal growth. Current federal and state legislation calls for greater emphasis on career exploration for all youth. Integrating career guidance and counseling components into the educational program is essential if young people are to be adequately prepared for the needs of the workplace in the next century. It is vital that such exposure begin early in the student's life and be sustained throughout the educational experience, beginning with a respect for work and workers and leading to selfdiscovery and career exploration, culminating in the development of high schools programs of study and career plans. The link between school and work must be built upon the foundations of basic skills (reading, writing, math, listening, and speaking), thinking skills (creativity, decision making, problem solving, visualizing, and reasoning), and personal qualities (responsibility, self-esteem, sociability, self-management, integrity, and honesty). The full range of options from portfolios, mentoring, job shadowing, career exploration, programs of study, cooperative education, internships, tech prep, and apprenticeship opportunities must be made available for each student. The expanded appendix in this manual highlights initiatives and programs that facilitate school-tocareer transitions and provides resources to promote the major role that counselors play in providing leadership to career development programs in schools and communities.
iv

Table of Contents
Glossary ........................................................................................................................................ vii
Section A: Georgia Guidance and Counseling Curriculum for Grades K-12
Section B: High School/College Information Graduation Tests.......................................................................................................................B-3 PSAT/SAT................................................................................................................................ B-5 ASSET .....................................................................................................................................B-6 College Admission Testing ........................................................................................................B-7 Postsecondary Options ..............................................................................................................B-8 NCAA Initial Elegibility ............................................................................................................B-10
Section C: Counselor's Information Duties and Functions..................................................................................................................C-3 National Development Guideline Competencies for Counselors ..................................................C-11
Section D: Planning a Comprehensive Guidance and Counseling Program Establish, Promote, and Evaluate Guidance and Counseling Program.......................................D-3 Implement, Facilitate, and Evaluate Delivery of Counseling Services........................................D-31 Implement, Facilitate, and Evaluate Delivery of Guidance Services ..........................................D-47 Consult with School or System Staff, Parents, or Community ..................................................D-69
Section E: Evaluate Guidance Program Components Evaluation ...............................................................................................................................E-3
Section F: Technology/Career Education Information and Programs The Counselor's Role in Technology/Career Education............................................................F-3 Georgia's School-to-Work Initiative........................................................................................F-4 Portfolios ................................................................................................................................F-22 Promotion of Nontraditional Training and Employment ...........................................................F-28 Tech Prep and New Tech Prep Programs of Study...................................................................F-50 Youth Apprenticeship Program................................................................................................F-64 Southern Regional Education Board (SREB) - High Schools That Work Program...................F-65 Career Connection...................................................................................................................F-67 Career Centers.........................................................................................................................F-69 Technology Education.............................................................................................................F-70 Business/Marketing/Information Management .........................................................................F-71 Intervention Programs.............................................................................................................F-72 Family and Consumer Sciences................................................................................................F-73 Health Occupations Education.................................................................................................F-74 Trade and Industrial Education................................................................................................F-75
v

Section G: Career and Labor Market Information Georgia Department of Labor Resources .................................................................................G-3 Georgia Career Information System (GCIS) ............................................................................G-22 Jobs for Georgia Graduates .....................................................................................................G-27
Section H: Additional Resources Career Assessment Instruments ................................................................................................H-3 You Can Have a Career Center Without Spending $10,000 ......................................................H-5 Free and Inexpensive Materials.................................................................................................H-7 Equity PowerPoint Presentation Parent PowerPoint Presentation
vi

Glossary
Applied Academics The presentation of subject matter in a way that integrates a particular academic discipline (such as mathematics, science, or English) with personal workforce applications. They serve as the foundation for Tech Prep and are not watered-down courses.
Articulation The process by which students may be granted postsecondary credit for courses taken in high school. School-to-career programs can develop articulation agreements by having the postsecondary institute and high school instructors work together to examine course materials, assess whether high school course content matches that of the postsecondary institute, and make adjustments at either or both levels so that curricula are aligned to ensure student success in advanced placement. Secondary students who successfully complete the criteria as specified in the articulation agreement will be eligible for credit validation based on postsecondary policy and will be granted postsecondary credit at postsecondary schools throughout Georgia after completion of this process.
Career A lifestyle concept that involves a sequence of work or leisure activities in which one engages throughout a lifetime. Careers are unique to each person and are dynamic, unfolding throughout life. They include not only occupations but prevocational and postvocational concerns as well as how persons integrate their work life with their other life roles (Herr and Cramer, 1984).
Career Development A lifelong process of developing beliefs and values, skills and aptitudes, interests, personality characteristics, and knowledge of the world of work (Tolbert, 1980). Career development spans one's entire life and concerns the whole person: the person's past, present, and future work roles. Career development is linked to a person's self-concept, family life, and all aspects of one's environment (NOICC, 1992).
Career Counseling A process to ensure that students are provided adequate information on local labor markets and postsecondary learning options other than study at a four-year college, using the following career counseling activities: (1) systematic career awareness activities that begin in primary school and provide career exploration and job-shadowing opportunities in middle and high school; (2) individual education and career plans for students that build on practical knowledge of careers gained through career-awareness activities and on their interests and accomplishments; (3) community-based career centers for reliable, easy-to-use information about employers, occupations, wages, job openings, skill qualifications, and education and training options; and (4) ongoing counseling services to students to help them reevaluate and adjust their career plans.
vii

Career Exploration A person's involvement in trying out a variety of activities, roles, and situations in order to learn more about aptitude for or interest in an occupation or other career opportunities (Sears, 1980).
Career Guidance A systematic program of coordinated information and experiences designed to facilitate individual career development and, more specifically, career management (Herr and Cramer, 1984).
Career Major A coherent sequence of courses or field of study that prepares a student for a first job and that (1) integrates occupational and academic learning, integrates school-based and work-based learning, establishes linkages between secondary and postsecondary education, and prepares the student for admission to two-year and four-year postsecondary institutions; (2) prepares the student for employment in broad occupational clusters or industry sectors; (3) typically includes at least two years of secondary school and one or two years of postsecondary education; (4) provides the student, to the extent practical, with strong experience in and understanding of all aspects of the industry the student is planning to enter; (5) results in the award of a high school diploma or its equivalency, a certificate or diploma recognizing successful completion of one or two years of postsecondary education (if appropriate), and a skill certificate; and (6) may lead to further education and training, such as entry into a registered apprenticeship program, or may lead to admission to a four-year college or university. School-to-career programs are structured around programs of study encompassing broad career choices, so that students see the relevance of school learning to future earning.
Competency-Based Education An organizational structure for learning/teaching that requires description in advance of the knowledge, skills, and attitudes that a student must possess upon exit from a program or course. Competency-based curricula clearly identify objectives, organize instruction based upon performance standards, and evaluate student performance based upon mastery of competencies.
Cooperative Education A process that combines classroom instruction with on-the-job training experiences to help students prepare for a chosen career objective. It is a program planned for students through a cooperative arrangement between the school and employers and is designed to use the resources of the community and the school to prepare students for employment on the basis of an organized technology/career education program.
The program of instruction must have been developed and must be conducted in consultation with potential employers, employees or groups of employers and employees having skills in and substantive knowledge of the job or occupational field represented by the course objective. The program of instruction should combine and coordinate the in-school related instruction with the cooperative occupational experience which is appropriate to the career objective of the students.
viii

Developmental Guidance Developmental guidance is based on the premise that as children and adults mature, they pass through various developmental stages vital to their growth. Programs that systematically address the learning, personal/social, and career development needs of all individuals are the basis for this preventative approach to counseling and guidance (Wilson, 1986). Myrick (1987) proposed seven basic principles of a developmental school counseling program:
1. It is for all students. 2. It has an organized and planned curriculum. 3. It is sequential and flexible. 4. It is an integrated part of the total educational process. 5. It involves all school personnel. 6. It helps students learn more effectively and efficiently. 7. It includes counselors who provide specialized counseling services and interventions.
Educational Categories Career development areas are arranged into six areas: (1) Agriscience/Environmental; (2) Arts/Humanities; (3) Business/Marketing/Information Management; (4) Health/Medical; (5) Human Services; and (6) Technical/Engineering. Programs of study are decided on by eighthgrade students and their team of parents, teachers, and counselors to take them through high school and postsecondary education.
Infusion A process that blends or integrates career education goals into the existing subject matter at all academic levels.
Integrated Learning The blending of academic disciplines that are typically taught independently of one another. It involves curricula that are thematic and coordinated. The objective of thematic curriculum is to increase students' applied knowledge of traditional subjects by organizing learning around broad, interdisciplinary questions. For example, a health occupations program unit on infections might coordinate math, science, English, and health lessons and incorporate examples from the workplace.
Internship An educational strategy that involves an off-campus course or a course with an off-campus element that provides learning experience in an area of special interest to the student. The internship includes educational objectives for the off-campus experience that correlate to the objectives of specific coursework. A detailed contract or agreement must be in place, specifying: (a) responsibilities of school, parents, agency, and student; (b) specific goals and course objectives; (c) performance expectation; and (d) compensation (if applicable). Credit may be granted only if the course is directed and/or supervised by a certified teacher in the appropriate discipline.
ix

Job A group of similar, paid positions requiring some similar attributes in a single organization (Super, 1976).
Job Shadowing A method for acculturating students to work and careers by structuring visits to various workplaces in which they spend time with and observe the jobs of individual workers. Jobshadowing provides students a look at the world of work and the range of career opportunities available to them and helps to stimulate career exploration.
Mentoring Support and guidance provided to youth through relationships with adults. Mentors are often adults in the community who advise and act as role models for students; many mentor-student relationships are coordinated by community-based organizations. In the context of school-tocareer, adult workers mentor students by helping them to become accustomed to the rules, norms, and expectations of the workplace and by serving as resources to students in resolving personal problems and work-related issues and conflicts. See school-based mentor and work-based mentor in the glossary.
National Career Development Guidelines The National Career Development guidelines are based on developmental guidance concepts and as a result are preventative, goal oriented, and proactive in nature (NOICC, 1989). They reflect the national movement to improve career guidance and counseling programs throughout the life span and to support standard-setting efforts that:
Increase the understanding of lifelong career development needs, based on the conceptual framework of developmental guidance.
Expand the definitions of comprehensive career guidance and counseling programs. Emphasize competency-based education and training. Support program accountability efforts. Heighten interest in achieving professional consensus on program guidelines and standards. Renew legislative support for career guidance and counseling programs. Increase emphasis on certification of counselors, including career specialization.
Neglected Majority The high school audience for which Tech Prep is designed; it often involves the middle 50 percent of students who are unfocused regarding educational and career goals.
Occupation A group of similar jobs found in different industries or organizations (Herr and Cramer, 1984).
Portfolio A purposeful collection of student work that exhibits effort, progress, and achievements in one or more areas. The collection includes student participation in selecting the contents, the criteria for
x

selection, the criteria for judging merit, and evidence of student reflection (Paulson, Paulson, and Meyer, 1991)
Programs of Study Programs of study feature common core curricula that transfer between programs and offer easy transitions to other career development areas to accommodate the student's changing needs.
SCANS skills Five competencies and a three-part foundation of skills and personal qualities that the U.S. Labor Secretary's Commission on Achieving Necessary Skills (SCANS), a blue-ribbon national commission, concluded are needed for solid job performance.
Competencies include: (1) resources (allocating time, money, materials, space, and staff; (2) interpersonal skills (working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds); (3) information (acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information); (4) systems (understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems); and (5) technology (selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies).
Foundation skills include: (1) basic skills (reading, writing, arithmetic and mathematics, speaking, and listening); (2) thinking skills (creativity, decision making, problem solving, visualizing, knowing how to learn, and reasoning); and (3) personal qualities (individual responsibility, self-esteem, sociability, self-management, and integrity).
These definitions can be used to organize and coordinate the school and work curricula in a school-to-career program.
School-Based Learning Academic and occupational objectives directly linked to skill standards contained in a program of study that leads to a diploma and Certificate of Occupational Skills.
School-Based Mentor A professional employed at a school who is designated as the advocate for a particular student, and who works in consultation with classroom teachers, counselors, related services personnel, and the employer of the student to design and monitor the progress of the School-to-Career Opportunities program of the student.
School-to-Career Program As defined by the federal School-to-Work Opportunities Act, a program combining school-based learning and on-the-job instruction into a structured learning experience with the following attributes: (1) governance by broad coalitions of community partners (students, parents, high schools, employers, workers, postsecondary educational institutions, community-based organizations, and government); (2) employer provision of structured worksite learning and paid
xi

work experience; (3) school integration of academic and vocational learning; (4) coordination and integration of school-based and workplace learning; (5) connections between high school and postsecondary learning for at least two years; and (6) certification of occupational and academic skills mastery, recognized by firms across industries and nationwide.
Skill An attribute required of the worker in order to complete a work task.
Tech Prep A technical education program linking a minimum of the last two years of high school with the first two years of postsecondary education and offering a multiyear sequential program of study integrating academic and vocational education. Tech Prep programs typically lead to a postsecondary diploma, associate degree, or bachelor's degree.
Work Conscious effort, other than that having as it primary purpose either coping or relaxing, aimed at producing benefits for oneself and/or oneself and others (Hoyt, 1991).
Work-Based Mentor An employee or individual approved by the employer and school who possesses the skills and knowledge that the student must master and whose responsibilities are to instruct the apprentice and evaluate his/her performance or work in consultation with the youth apprenticeship coordinator.
Work Readiness Characterized by students being prepared for and able to adjust to the culture and demands of the workplace. Methods for ensuring work readiness among students include: a formal orientation to the program's goals and expectations; workshops or courses on basic job-related skills; jobshadowing or visits to different workplaces; and school-based enterprises in which students develop job skills by running real businesses.
Youth Apprenticeship A program of study that integrates school- and work-based learning coordinated with business, industry, and labor and facilitates the transition from secondary to postsecondary education by providing the apprentice the opportunity to earn a high school diploma, postsecondary credential/diploma, and Certificate of Occupational Skills.
References
Herr, E. L., and S. H. Cramer. Career Guidance and Counseling Through the Life Span. 2nd ed. Boston: Little, Brown & Co., 1984.
Hoyt, K. B. "The Concept of Work: Bedrock for Career Development," Future Choices 2 (3) (1991): 23-30.
Myrick, R. D. Developmental Guidance and Counseling: A Practical Approach. Minneapolis: Educational Media Corp, 1987.
xii

National Occupational Information Coordinating Council (NOICC). National Career Development Guidelines Handbook. Washington, D.C.: National Occupational Information Coordinating Council, 1989.
Paulson, F. L., P. R. Paulson, and C. A. Meyer. (February, 1991). "What Makes a Portfolio a Educational Leadership (February 1991): 60-63.
Pietrofesa, J., A. Hoffman, and H. Splete. Counseling: An Introduction. 2nd ed. Boston: Houghton Mifflin, 1984.
Sears, S. "A Definition of Career Guidance Terms: A National Vocational Guidance Association Vocational Guidance Quarterly (1980).
Splete, H. Career Development Counseling. Boulder, Colo.: Colorado Career Information System, 1977.
Super, D. E. Career Education and the Meaning of Work. Monographs on Career Education. Washington, D.C.: The Office of Career Education, U.S. Office of Education, 1976.
Tolbert, E. L. Counseling for Career Development. 2nd ed. Boston: Houghton Mifflin, 1980. Wilson, P. School Counseling Programs: A Resource and Planning Guide. Madison, Wis.:
Wisconsin Department of Public Instruction, 1986.
xiii

xiv

A FRAMEWORK FOR ASSET BUILDING STANDARDS
IN A GUIDANCE AND COUNSELING CURRICULUM
GEORGIA DEPARTMENT OF EDUCATION LINDA C. SCHRENKO
SUPERINTENDENT OF SCHOOLS 1999
A-1

A-2

TABLE OF CONTENTS

PREFACE

3

PURPOSE/PROGRAM DEFINITION

5

STRUCTURAL COMPONENTS

6

COUNSELOR SUPPORTED QCC STANDARDS 19

SAMPLE PROGRAM EVALUATION

34

ACKNOWLEDGEMENTS

37

A-3

Preface
"A Framework For Asset Building Standards in a Guidance and Counseling Curriculum" is the culmination of a work collaboration of guidance counselors, guidance supervisors, and teachers. The framework is a comprehensive developmental guidance model which has as its philosophy developing student abilities, and internal and external assets. It has been refined through two intensive Summer Institutes for school counselors, and work meetings. Everyone involved was committed to the idea of changing the way things are done to how they should be done in order to do what is best for the students of Georgia.
The Guidance Framework is designed to provide a basic model for a structure for schools and systems to adapt to fit their needs and purposes, as well as to assist counselors in developing standards and competencies to use in maximizing students' assets and abilities.
The Framework is divided into three sections:
1. The curriculum itself with the appropriate grade level standards and competencies. 2. Counselor supported QCC standards, which should be used in implementing the grade level
competencies. 3. A sample program evaluation which should be reviewed on a regular basis as a check to determine
what has been accomplished and what needs to be improved.
This framework also stresses promotion of student success and high achievement for all students by altering the philosophical thrust of guidance programs. Guidance would be defined as the help all students receive from parents, teachers, counselors, and others to assist them in making appropriate educational and career choices. Counseling would be defined as the help some students receive from credentialized professionals to help them overcome personal and social problems which interfere with learning. Our emphasis is placed on helping all students, rather than selected counseling for some students.
The objective in developing this framework is to provide guidance counselors with competencies to enable students to be prepared to meet the career demands of the new century. The core convictions guiding this objective are: Every student deserves to be surrounded by a culture of high expectations and a rich array of options
for the future. Every student deserves rich educational and career guidance in order to define the choices to the
options he or she chooses. Every student deserves rich curriculum, instruction, and services to be able to realize the options
developed through the guidance process.
A-4

An important component of this curriculum is the idea that guidance counselors, in implementing the guidance and counseling program, assume more of a responsibility for student growth and thus become more accountable in that process. The activities that guidance counselors conduct should have a link to defined student competencies. Guidance and Counseling is a process of helping people by assisting them in making decisions and changing behavior. The purpose of a guidance and counseling program is to impart specific skills and learning opportunities in a proactive and preventive manner which ensures that all students can achieve school success through academic, career, and personal/social development (American School Counselor Association, 1997). As students achieve developmental competencies, their perceptions of themselves and their opportunities should become better defined. In summary, guidance counselors should be actively involved in school improvement, curriculum, instruction, and assessment. Hopefully, this will result in a re-examination of individual guidance and counseling programs. This Curriculum Guide is intended to be used as a model framework only; it can be adapted to fit the needs of the individual school or system with the purpose of providing a structure. As the need for accountability increases, guidance counselors should review their programs on a continuous basis. This is the rationale for a guidance curriculum person: the need for improved student achievement for all students.
A-5

Georgia's Comprehensive Guidance and Counseling Curriculum A Framework for Developing and Implementing Asset Building Standards
INTRODUCTION
Students are challenged daily to make decisions in an environment fraught with tension and uncertainty. Faced with social, economic, and cultural issues to a degree not experienced by previous generations, students must have proactive choices to nurture the potential they each have to become successful learners. The Guidance and Counseling Program, as an educational program, creates options for students to develop and emphasize strategies which enhance this potential.
PURPOSE
The primary purpose of the Georgia Comprehensive Guidance and Counseling Program is to assist local systems in developing, implementing, and evaluating comprehensive and developmental guidance programs K-12.
PROGRAM DEFINITION
The Guidance and Counseling Program is an integral part of each school's total educational program. It is developmental by design and includes sequential activities organized and implemented by certified school counselors with the support of teachers, administrators, students, and parents. The Guidance and Counseling Program includes:
1. Guidance curriculum (activities that all students in the same way master the skills and knowledge of the educational objectives).
2. Individual planning (activities that enable students in different ways to master skills and knowledge).
3. Responsive services (activities done with some students to help them overcome social and emotional problems).
4. System support (management and support tasks that make the educational system work).
RATIONALE
Viewing guidance and counseling from a statewide perspective, several challenges emerge that reflect a need to refocus the energy of guidance and counseling efforts:
1. There is a strong misconception about the role of guidance and counseling.
Guidance and counseling cannot be seen as the exception rather than the rule. A better job must be done in communicating the added value of guidance and counseling to the entire educational community of parents, business, and community leaders.
A-6

2. The ability to work with the whole spectrum of integrated student services.
Too often, the Guidance and Counseling Program is viewed as a reactive, almost punitive function for some students. The development of a program with various components with specific content, goals, and prevention steps is needed to reach the identified needs of all students.
3. Results accountability.
The Guidance and Counseling Program places emphasis on individual development. Because self-development is primarily intangible in nature, many activities within the programs are difficult to measure. Guidance personnel should create and implement a process to demonstrate that the guidance and counseling program does affect growth and development, and results in life-long learning.
4. Asset building.
All individuals possess, within themselves, a level of commitment, motivation, values, and skills. The specialized training and unique skills of counselors should be manifested in a program that is designed and delivered to address and build upon these internal assets in a positive and proactive manner. This will lay the foundation for developing the competencies and self-efficacy youth need to make healthy and productive choices throughout their lives.
Local school systems should work to transform these challenges into opportunities for the Guidance and Counseling Program.
The "Framework for Asset Building-Georgia's Comprehensive Guidance and Counseling Program" model focuses on two major areas that contain the following components:
Structural Components
Mission and Principles Functions of Guidance and Counseling Resources Budget
Programmatic Components
Curriculum (Learner Competencies) Individual Planning Responsive Services System Support
A-7

MISSION DEVELOPMENT
It is important that the Guidance and Counseling Program operates as a planned and structured program with specific content. Having a mission that describes what the guidance and counseling program does and how it gets done clarifies the role of the program and guidance personnel. Local systems can develop a mission statement along these lines:
Mission
The Georgia Grade School Guidance and Counseling Program provides a comprehensive, developmental Kindergarten through 12 (K-12) curriculum which is student-focused. It encourages equity and accountability through social development, decision making skills, academic achievement, and school success for students. Collaboration with parents, educators, and the community provides students with career and educational opportunities to ensure postsecondary success in a diverse and technological society.
PHILOSOPHY
Of all of the educational programs, the Guidance and Counseling Program clearly speaks to the inner growth and development of learners. Principles that govern the operation and delivery of the program should convey the essence of asset building and development, both emotionally and academically, in all learners.
PRINCIPLES
The Georgia School Guidance and Counseling Program will:
Promote respect for individuality and diversity. Be available to all learners at each educational level. Be developmental and career-oriented in meeting all learners' needs to facilitate academic success. Be integrated with the total educational/career process. Be evaluated for success. Utilize technological and community resources effectively. Be delivered equitably.
Benefits of a Comprehensive Guidance and Counseling Program
Prepares students to be productive, contributing citizens with a strong work ethic. Provides continuity for smooth and effective levels of transition from kindergarten through
postsecondary. Facilitates a school/home/community network. Enhances and encourages a model for life-long learning with emphasis on appropriate decision making
and communication skills in a diverse and technological society. Encourages students to learn positive human relationships as a means of managing conflicts.
A-8

FUNCTIONS OF GUIDANCE AND COUNSELING
Guidance and counseling programs consist of four primary functions:
Program Design and Planning/Leadership
I. Establishes and promotes a school guidance and counseling program.
A. Develops a written school-based guidance plan based on learners' needs. B. Implements an individual plan of action.
Counseling
II. Facilitates and implements delivery of counseling services in areas of self-knowledge, educational and occupational exploration, and career planning to facilitate academic achievement.
A. Adheres to established system policies and procedures in scheduling appointments and obtaining parental permission.
B. Schedules time to provide opportunities for counseling. C. Counsels learners individually by actively listening, identifying and defining issues, discussing
alternative solutions, and formulating a plan of action. D. Leads counseling or support groups for learners experiencing similar issues. E. Evaluates effectiveness of group counseling and makes revisions as necessary.
Guidance/Collaboration
III. Coordinates with school staff to provide supportive instructional guidance activities that relate to students' self-knowledge, educational and occupational exploration, and career planning to facilitate academic achievement.
A. Collaborates with school staff in planning and scheduling guidance activities. B. Conducts classroom guidance activities related to identified goals and objectives. C. Gathers and evaluates data to determine effectiveness of classroom guidance and student
comprehension, making revisions where necessary. D. Provides direct/indirect assistance to learners preparing for test taking. E. Provides information to students, parents, and teachers on student test scores. F. Provides information to students and parents on career planning. G. Assists students in their transitions to the next educational/career level. H. Leads skill building groups in student self-knowledge.
A-9

Consultation/Coordination
IV. Consults, as needed or requested, with system/staff, parents, and community about issues and concerns.
A. Exchanges relevant information about situations with school/system staff and parents. B. Collaborates with school staff in developing a strategy or plan for improving school climate. C. Follows up on counseling and consultative referrals. D. Consults with school system in making referral to community agencies.
GUIDANCE CURRICULUM
The guidance and counseling curriculum is organized around three major areas: Self-Knowledge, Educational and Occupational Exploration, and Career Planning. Twelve learner competencies have been identified that are to be addressed at each educational level.
ELEMENTARY SCHOOL LEARNER
At this level, the student will become aware of himself/herself and will develop appropriate skills to learn about others and how to get along. Career awareness is also learned.
Self-Knowledge
Competency I: Knowledge of the importance of self-concept.
Describe positive characteristics about self as seen by self and others. Identify how behaviors affect school and family situations. Describe how behavior influences the feelings and actions of others. Demonstrate a positive attitude about self. Identify personal interests, abilities, strengths, and weaknesses. Describe ways to meet personal needs through work.
Competency II: Skills to interact with others.
Identify how people are unique. Demonstrate effective skills for interacting with others. Demonstrate skills in managing conflicts with peers and adults. Demonstrate group membership skills. Identify sources and effect of peer pressure. Demonstrate appropriate behavior when peer pressures are contrary to one's belief. Demonstrate awareness of different cultures, lifestyles, attitudes, and abilities.
A-10

Competency III: Awareness of the importance of growth and change.
Identify personal feelings. Identify ways to express feelings. Identify causes of stress. Identify and select appropriate behavior to deal with specific emotional situations. Demonstrate healthy ways of dealing with conflicts, stress, and emotions in self and others. Demonstrate knowledge of good health habits.
Educational and Occupational Exploration
Competency IV: Awareness of the benefits of educational achievement.
Describe how academic skills can be used in the home and community. Identify personal strengths and weaknesses in subject areas. Identify academic skills needed in several occupational groups. Describe relationships among ability, effort, and achievement. Implement a plan of action for improving academic skills. Describe school tasks that are similar to skills essential for job success. Describe how the amount of education needed for different occupational levels varies.
Competency V: Awareness of the relationship between work and learning.
Identify different types of work, both paid and unpaid. Describe the importance of preparing for occupations. Demonstrate effective study and information-seeking habits. Demonstrate an understanding of the importance of practice, effort, and learning. Describe how current learning relates to work. Describe how one's role as a student is like that of an adult worker.
Competency VI: Skills to understand and use career information.
Describe work of family members, school personnel, and community workers. Identify occupations according to data, people, and things. Identify work activities of interest to the student. Describe the relationship of beliefs, attitudes, interests, and abilities to occupations. Describe jobs that are present in the local community. Identify the working conditions of occupations (e.g., , inside/outside, hazardous). Describe ways in which self-employment differs from working for others. Describe how parents, relatives, adult friends, and neighbors can provide career information.
A-11

Competency VII: Awareness of the importance of personal responsibility and good work habits.

Describe the importance of personal qualities (e.g., , dependability, promptness, getting along with others) to getting and keeping jobs. Demonstrate positive ways of performing work activities. Describe the importance of cooperation among workers to accomplish a task. 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 functions of society.

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

Career Planning

Competency IX: Understanding how to make decisions.

Describe how choices are made. Describe what can be learned from making mistakes. Identify and assess problems that interfere with attaining goals. Identify strategies used in solving problems. Identify alternatives in decision making situations. Describe how personal beliefs and attitudes effect decision making. Describe how decisions affect self and others.

Competency X: Awareness of the interrelationship of life roles.

Describe the various roles an individual may have (e.g., , friend, student, worker, family member). Describe work-related activities in the home, community, and school. Describe how family members depend on one another, work together, and share responsibilities. Describe how work roles complement family roles.

Competency XI: Awareness of different occupations and changing male/female

roles.

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

Competency XII: Awareness of the career planning process.

Describe the importance of planning. Describe skills needed in a variety of occupational groups. Develop an individual career plan for the elementary school level.
A-12

MIDDLE/JUNIOR HIGH SCHOOL STUDENT
At this level, the student continues to learn about self, begins to explore career occupations and educational choices and begins to learn from these explorations.
Self-Knowledge
Competency I: Knowledge of the influence of a positive self-concept.
Describe personal likes and dislikes. Describe individual skills required to fulfill different life roles. Describe how one's behavior influences the feelings and actions of others. Identify environmental influences on attitudes, behaviors, and aptitudes.
Competency II: Skills to interact with others.
Demonstrate respect for the feelings and beliefs of others. Demonstrate an appreciation for the similarities and differences among people. Demonstrate tolerance and flexibility in interpersonal and group situations. Demonstrate skills in responding to criticism. Demonstrate effective group membership skills. Demonstrate effective social skills. Demonstrate understanding of different cultures, lifestyles, attitudes, and abilities.
Competency III: Knowledge of the importance of growth and change.
Identify feelings associated with significant experiences. Identify internal and external sources of stress. Demonstrate ways of responding to others when under stress. Describe changes that occur in the physical, psychological, social, and emotional development of an individual. Describe physiological and psychological factors as they relate to career development. Describe the importance of career, family, and leisure activities to mental, emotional, physical, and economic well-being.
Educational and Occupational Exploration
Competency IV: Knowledge of the benefits of educational achievement to career opportunities.
Describe the importance of academic and occupational skills in the work world. Identify how the skills taught in school subjects are used in various occupations. Describe individual strengths and weaknesses in school subjects. Describe a plan of action for increasing basic educational skills. Describe the skills needed to adjust to changing occupational requirements. Describe how continued learning enhances the ability to achieve goals.
A-13

Describe how skills relate to the selection of high school courses of study. Describe how aptitudes and abilities relate to broad occupational groups. Competency V: Understanding the relationship between work and learning.
Demonstrate effective learning habits and skills. Demonstrate an understanding of the importance of personal skills and attitudes to job success. Describe the relationship of personal attitudes, beliefs, abilities, and skills to occupations.
Competency VI: Skills to locate, understand, and use career information.
Identify various ways that occupations can be classified. Identify a number of occupational groups for exploration. Demonstrate skills in using school and community resources to learn about occupational groups. Identify sources to obtain information about occupational groups including self-employment. Identify skills that are transferable from one occupation to another. Identify sources of employment in the community.
Competency VII: Knowledge of skills necessary to seek and obtain jobs.
Demonstrate personal qualities (e.g., , dependability, punctuality, getting along with others) that are needed to get and keep jobs. Describe terms and concepts used in identifying employment opportunities and conditions. Demonstrate skills to complete a job application. Demonstrate skills and attitudes essential for a job interview.
Competency VIII: Understanding how work relates to the needs and functions of the economy and society.
Describe the importance of work to society. Describe the relationship between work and economic and societal needs. Describe the economic contributions workers make to society. Describe the effects that societal, economic, and technological change have on occupations.
Career Planning
Competency IX: Skills to make decisions.
Describe personal beliefs and attitudes. Describe how career development is a continuous process with series of choices. Identify possible outcomes of decisions. Describe school courses related to personal, educational, and occupational interests. Describe how the expectations of others affect career planning. Identify advantages and disadvantages of various secondary and postsecondary programs for the attainment of career goals. Identify the requirements for secondary and postsecondary programs.
A-14

Competency X: Knowledge of the interrelationship of life roles.
Identify how different work and family patterns require varying kinds and amounts of energy, participation, motivation, and talent. Identify how work roles at home satisfy needs of the family. Identify personal goals that may be satisfied through a combination of work, community, social, and family roles. Identify personal leisure choices in relation to lifestyle and the attainment of future goals. Describe advantages and disadvantages of various life role options. Describe the interrelationships between family, occupational, and leisure decisions.
Competency XI: Knowledge of different occupations and changing male/female roles.
Describe advantages and problems of entering nontraditional occupations. Describe the advantages of taking courses related to personal interests, even if they are most often taken by members of the opposite gender. Describe stereotypes, biases, and discriminatory behaviors that may limit opportunities for women and men in certain occupations.
Competency XII: Understanding the process of career planning.
Demonstrate knowledge of exploratory processes and programs. Identify school courses that meet tentative career goals. Demonstrate knowledge of academic and vocational programs offered at the high school level. Describe skills needed in a variety of occupations, including self-employment. Identify strategies for managing personal resources (e.g., , talents, time, money) to achieve tentative career goals. Develop an individual career plan, updating information from the elementary-level plan and including tentative decisions to be implemented in high school. Identify and appreciate personal interests, abilities, and skills. Demonstrate the ability to use peer feedback. Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals. Demonstrate an understanding of environmental influences on one's behavior. Demonstrate an understanding of the relationship between personal behavior and selfconcept.
A-15

HIGH SCHOOL STUDENT
At this level, the student has mastered the domain of self-knowledge and educational and career exploration. The student has learned to make appropriate and relevant choices and is ready to make wellinformed decisions about postsecondary and career choices.
Self-Knowledge
Competency I: Understanding the influence of a positive self-concept.
Identify and appreciate personal interests, abilities, and skills. Demonstrate the ability to use peer feedback. Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals. Demonstrate an understanding of environmental influences on one's behavior. Demonstrate an understanding of the relationship between personal behavior and selfconcept.
Competency II: Skills to interact positively with others.
Demonstrate effective interpersonal skills. Demonstrate interpersonal skills required for working with and for others. Describe appropriate employer and employee interactions in various situations. Demonstrate how to express feelings, reactions, and ideas in an appropriate manner.
Competency III: Understanding the impact of growth and development.
Describe how developmental changes affect physical and mental health. Describe the effect of emotional and physical health on career decisions. Describe healthy ways of dealing with stress. Demonstrate behaviors that maintain physical and mental health.
Educational and Occupational Exploration
Competency IV: Understanding the relationship between educational achievement and career planning.
Demonstrate how to apply academic and vocational skills to personal interests. Describe the relationship of academic and vocational skills to personal interests. Describe how skills developed in academic and vocational programs relate to career goals. Describe how education relates to the selection of college majors, further training, and/or entry into the job market. Demonstrate transferable skills that can apply to a variety of occupations and changing occupational requirements. Describe how learning skills are required in the workplace.
A-16

Competency V: Understanding the need for positive attitudes toward work and learning.

Identify the positive contributions workers make to society. Demonstrate knowledge of the social significance of various occupations. Demonstrate a positive attitude toward work. Demonstrate learning habits and skills that can be used in various educational situations. Demonstrate positive work attitudes and behaviors.

Competency VI: Skills to locate, evaluate, and interpret career information.

Describe the educational requirements of various occupations. Demonstrate use of a range of resources (e.g., , handbooks, career materials, labor market information, and computerized career information delivery systems). Demonstrate knowledge of various classification systems that categorize occupations and industries (e.g., , Dictionary of Occupational Titles). Describe the concept of career ladders. Describe the advantages and disadvantages of self-employment as a career option. Identify individuals in selected occupations as possible information resources, role models, or mentors. Describe the influence of change in supply and demand for workers in different occupations. Identify how employment trends relate to education and training. 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.

Demonstrate skills to locate, interpret, and use information about job openings and opportunities. Demonstrate academic or vocational skills required for a full-time or part-time job. Demonstrate skills and behaviors necessary for a successful job interview. Demonstrate skills in preparing a resume and completing job applications. Identify specific job openings. Demonstrate skills to assess occupational opportunities (e.g., , working conditions, benefits, and opportunities for change). Describe placement services available to make the transition from high school to civilian employment, the armed services or postsecondary education/training. Demonstrate an understanding that job opportunities often require relocation. Demonstrate skills necessary to function as a consumer and manage financial resources.

Competency VIII: Understanding how societal needs and functions influence the and structure of work.

nature

Describe the effect of work on lifestyles. Describe how society's needs and functions affect the supply of goods and services. Describe how occupational and industrial trends relate to training and employment. Demonstrate an understanding of the global economy and how it affects each individual.
A-17

Competency IX: Skills to make decisions.
Demonstrate responsibility for making tentative educational and occupational choices. Identify alternatives in given decision making situations. Describe personal strengths and weaknesses in relationship to postsecondary education/training requirements. Identify appropriate choices during high school that will lead to marketable skills for entrylevel employment or advanced training. Identify and complete required steps toward transition from high school to entry into postsecondary education/training programs or work. Identify steps to apply for and secure financial assistance for postsecondary education and training.
Competency X: Understanding the interrelationship of life roles.
Demonstrate knowledge of life stages. Describe factors that determine lifestyles (e.g., , socioeconomic status, culture, values, occupational choices, work habits). Describe ways in which occupational choices may affect lifestyle. Describe the contribution of work to a balanced and productive life. Describe ways in which work, family, and leisure are interrelated. Describe different career patterns and their potential effect on family patterns and lifestyle. Describe the importance of leisure activities. Demonstrate ways that occupational skills and knowledge can be acquired through leisure.
Competency XI: Understanding the continuous changes in male/female roles.
Identify factors that have influenced the changing career patterns of women and men. Identify evidence of gender stereotyping and bias in educational programs and occupational settings. Demonstrate attitudes, behaviors, and skills that contribute to eliminating gender bias and stereotyping. Identify courses appropriate to tentative occupational choices. Describe the advantages and problems of nontraditional occupations.
Competency XII: Skills in career planning.
Demonstrate career plans that reflect the importance of lifelong learning. Demonstrate knowledge of postsecondary vocational and academic programs. Demonstrate knowledge that changes may require retraining and upgrading of employees' skills. Describe school and community resources to explore educational and occupational choices. Describe the costs and benefits of self-employment. Demonstrate occupational skills developed through volunteer experiences, part-time employment, or cooperative educational programs. Demonstrate skills necessary to compare education and job opportunities. Develop an individual career plan, updating information from earlier plans, and including tentative decisions to be implemented after high school.
A-18

The Counselor Supported Quality Core Curriculum (QCC) Standards should be used in conjunction with the three competency areas of the guidance and counseling curriculum and the accompanying guidance competency standards. In developing activities and guidance plans, these QCC standards will serve as benchmarks to determine if the program is meeting its goals. The QCC is a necessary complement to the guidance and counseling curriculum because it acts as a measurement for program effectiveness and accountability. It also gives validity to guidance and counseling. In utilizing these standards, other resources should be used as an assurance that the intent of the curriculum is being met.
A-19

ADDENDUM COUNSELOR-SUPPORTED QUALITY CORE CURRICULUM OBJECTIVES
Kindergarten SS.K.2-States ways people are alike and different. SS.K.4-Identifies the human characteristics of school in terms of the roles of school helpers and school
leaders and the need for school rules. SS.K.8-Recognizes that people live in different places for different reasons (job, families). S.K.14-Recognizes and describes individual characteristics. Names positive ways he or she is similar
and different from others in the group. H.K.10-Illustrates knowledge that everyone is special and unique. H.K.11-Recognizes that there are consequences to actions and behaviors. H.K.12-Practices appropriate skills to manage anxiety and reduce stress. H.K.13-Recognizes emotions and appropriate ways to express them (including effective and ineffective
ways to handle anger). H.K.24-Identifies threats to personal safety (child abuse, neglect, and emotional abuse). H.K.25-Identifies local support concerning personal safety (e.g., family, teacher, religious advisor,
friend and counselor). H.K.26-Demonstrates knowledge of dangers and precautions that should be taken in special conditions
(e.g., bad weather, staying home alone, fire, being approached by strangers, when lost in darkness, etc.). PE.K.9-Shares space and equipment with others. LA.K.1-Listens and speaks in informal conversations with peers and adults. LA.K-9-Communicates effectively when using descriptive language, relating experiences, and retelling stories. LA.K.40-Recognizes cultural diversity represented in literature.
A-20

First Grade PE.1.2-Works cooperatively with others. Shares equipment, takes turns, and follows directions. SS.1.2-Describes the roles and responsibilities of various family units. SS.1.3-Identifies the need for family and community rules. Recognizes that these rules may vary from
culture to culture. SS.1.9-Describes how division of labor in a family helps complete a task. H.1.2-Recognizes that alcohol and tobacco products are drugs that may harm the body in many ways. H.1.3-Knows the reasons for not eating or drinking potentially dangerous substances provided by
strangers or others. H.1.8-Describes ways to handle disagreements without fighting. H.1.9-Identifies conflict and causes of conflict (personal and interpersonal conflict). H.1.10-Distinguishes between fact and fiction in media representation of life events (e.g., violence,
family, and self-image). H.1.11-Explain what it means to be a friend. H.1.12-Demonstrates the ability to respect and cooperate with peers. H-1.25-Identifies threats to personal safety (e.g., child abuse, physical abuse, neglect, and emotional
abuse). H.1.26-Identifies local support system concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). LA.1-44-Recognizes cultural diversity represented in literature.
A-21

Second Grade
PE.2.11-Identifies appropriate behaviors for participating with others in physical activities. SS.2.1-Identifies characteristics of neighborhoods and communities. SS.2.2-Lists ways to live cooperatively in neighborhoods and communities. SS.2.3-Describes and compares the making of some class rules by democracy (class vote) and by
representative democracy (class elects smaller group to make rules). H.2.1-Discusses how to resist peer and media pressure to use alcohol and tobacco products and the
effects on the health of a use and nonuser. H.2.3-Interprets the persuasive influence of advertising, peer groups, and adults. H.2.4-Explores effective strategies to cope with changes that may occur in families (pregnancy, birth,
death, marriage, divorce, relocation, and unemployment). H.2.5-Explains the roles of parents in the extended family in supporting a strong family and promoting
the health of children (e.g., the limits parents set for children, the values or religious beliefs parents teach, behaviors and values parents model). H.2.8-Analyzes outside influences that can affect personal health decisions (e.g., television and peer pressure). H.2.9-Identifies the right to differ from others in many ways (Note: does not include discussion of sexual orientation). H.2.10-Demonstrates ways to show respect for others (Note: does not include discussion of sexual orientation). H.2.11-Defines and/or describes the relationship between choices and consequences. H.2.12-Relates how positive and negative attitudes influence behavior. H.2.13-Analyzes the consequences of healthy and harmful friendship choices. H.2.14-Expresses the ability to assertively refuse when others want him/her to act in ways that would harm others or self. LA.2.8-Communicates effectively when using descriptive language, relating experiences, and retelling stories, read, heard, or viewed. LA.2.51-Recognizes cultural diversity represented in literature.
A-22

Third Grade SS.3.3-Distinguishes between rights and privileges. SS.3.13-Recognizes how human actions and physical environments affect one another. SS.H.3.1-Proposes healthy and enjoyable alternatives to using alcohol, tobacco products, and other
drugs. H.3.2-Assesses the physical, mental, and social consequences of using alcohol, tobacco products, and
other drugs. H.3.3-Applies the decision making steps to avoid threatening situations. H.3.5-Examines ways family members can work together to accomplish a task and resolve a conflict. H.3.6-Recognizes the importance of discussing health issues with one's family. H.3.9-Demonstrates how listening skills can be used to build and maintain health relationships. H.3.10-Explains why accepting responsibility and making positive choices (e.g., do legal things, don't
steal, don't cheat) help develop a healthy self-concept. H.3.11-Recognizes causes of stress and applies effective problem-solving skills (e.g., deep breathing,
exercising, talking to someone, and organization). H.3.12-Discusses the importance of refusing assertively. H.3.13-Demonstrates nonverbal communication. H.3.21-Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and
emotional abuse). H.3.22-Identifies local support system concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). PE.3.8-Designs and follows class rules and procedures. PE.3.9-Demonstrates the ability to work successfully alone, with a partner, and with a small group. LA.3.5-Uses oral language for different purposes: to inform, to persuade, and to entertain. LA.3.50-Recognizes cultural diversity represented in literature.
A-23

Fourth Grade
PE.4.8-Demonstrates responsible personal and social behavior in physical activity settings. Follows activity-specific rules, procedures and etiquette.
H.4.2-Examines the harmful effects of drugs such as inhalants, alcohol, hallucinogens, and marijuana. H.4.4-Critiques advertisements and commercials that encourage the use of medicines, alcohol, and
tobacco products. H.4.8-Identifies the positive and negative peer pressures. H.4.9-Explains how to assertively deal with negative peer pressure. H.4.10-Practices appropriate negotiation skills to resolve conflict. H.4.11-Names and practices skills that communicate care, consideration, and respect of self and others,
including those with disabilities. H.4.12-Describes and debates consequences of health and harmful friendship choices. H.4.20-Formulates a responsible personal safety plan for emergencies that occur in the home and/or
school. H.4.21-Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and
emotional abuse). H.4.22-Identifies local support system concerning personal safety (e.g., teacher, religious advisor,
friend, and counselor). LA.4.51-Recognizes cultural diversity represented in literature. LA.4.60-Uses a study technique.
PQRST-(preview, question, read, study, test) SQ3R-(survey, question, read review, report) PQ4R-(preview, question, research, read, review, report) 4R-(research, read, review, report) LA.4.61-Develops a simple outline from a short selection.
A-24

Fifth Grade
PE.5.100-Demonstrates responsible personal and social behavior in a physical activity setting. Participates in establishing rules, procedures, and etiquette that are safe and effective for specific activities.
H.5.3-Identifies ways various forms of media, such as movies, glorify drug use. H.5.4-Locates sources of help for individuals who have problems with alcohol, tobacco products, and
other drugs. H.5.5-Discusses and practices how to resist peer pressure. H.5.6-Practices peer leadership skills by creating healthy alternatives to drug use. H.5.12-Recognizes the importance of the role that both mothers and fathers play in the nurturing,
guidance, care, and support of a child. H.5.13-Recognizes that having a child involves a commitment on the part of both the mother and father
to nurture, guide, care for, and support the child. H.5.17-Defines stress and identifies its causes and physiological and psychological effects. H.5.18-Demonstrates and/or proposes ways to manage stress and adapt to change. H.5.27-Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and
emotional abuse). H.5.28-Identifies local support system concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). LA.5.56-Recognizes cultural diversity represented in literature. LA.5.65-Uses a study technique.
PQRST-(preview, question, read, study, test) SQ3R-(survey, question, read, review, report) PQ4R-(preview, question, research, read, review, report) 4R-(research, read, review, report)
A-25

Sixth Grade
SS.6-7.15-Explains how social institutions (religion, government, and economics) influence the attitudes and behavior of people.
H.6.1-Examines school rules, system policies, and local, state, and federal laws regulating purchase, sale, use and possession of alcohol, tobacco products, and other drugs.
H.6.2-Analyzes the impact of the use of alcohol, tobacco products, and other drugs on the individual, family, and community.
H.6.4-Assesses personal risk factors (e.g., heredity, family, and peer drug use). H.6.9-Recognizes that abstaining from sexual activity and refraining from intravenous drug use are the
most effective methods of preventing HIV/AIDS. H.6.10-Recognize that abstinence from sexual activity as the only sure method of preventing sexually
transmitted diseases. H.6.11-Identifies the benefits of setting personal goals for maintaining a healthy lifestyle. H.6.12-Identifies factors that promote a positive self-image (e.g., accepting responsibility, respect for
self, authority, and others, self-discipline, self-control, and the right to be assertive). H.6.14-Recognizes how sexual decisions are influenced by group pressure (e.g., community, media,
peer). H.6.15-Recognizes that having a child is best undertaken in marriage. H.6.19-Expresses appropriate ways to build and maintain healthy relationships with peers, parents, and
others. H.6-20-Explains factors that could escalate and reduce conflict. H.6.21-Describes how to deal with negative "peer pressure" by expressing strong feelings peaceably. H.6.22-Recognizes signs and symptoms associated with suicide and identifies appropriate sources for
help. H.6.28-Identifies threats to personal safety (e.g., , child abuse, sexual and physical abuse, neglect, and
emotional abuse). H.6.29-Identifies local support system concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). LA.6.45-Recognizes persuasion techniques in propaganda and advertising. LA.6.46-Recognizes bias and stereotyping. LA.6.58-Uses a study technique
PQRST-(preview, question, read study, test) SQ3R-(survey, question, read, review report) PQ4R-(preview, question, research, read, review, report). 4R-(research, read, review, report) LA.6.59-Develops strategies for taking tests in different formats (multiple choice, sentence completion, essay, etc.). LA.6.62-Communicates effectively through oral expression. LA.6.63-Adjusts manner and style of speaking to suit audience and situation. LA.6.64-Paraphrases and discusses information in a variety of settings.
A-26

LA.6.67-Develops awareness of nonverbal communication such as gestures, body language, and facial expressions.
EFCS.6-8.1-Identifies physical, emotional, and social changes that occur during puberty. EFCS.6-8.3-Identifies different relationships with peer and family. EFCS.6-8.4-Identifies legally and socially acceptable behavior. EFCS.6-8.5-Demonstrates use of decision making process. Sixth Grade Continued EFCS.6-8.6-Recognizes consequences that result from making choices. EFCS.6-8.7-Determines opportunities for careers in family and consumer services occupations. EFCS.6-8.8-Demonstrates leadership and communication skills through vocational student
organization activities. ET.6-8.1-Examines traits, skills training, education, and conditions needed to succeed in various
technical and engineering occupations. ET.6-8.2-Defines and uses skills to manage life transitions related to changes in career environment. ET.6-8.3-Researches and uses information about specific occupations. ET.6-8.4-Examines career opportunities in communication, production, energy, power and
transportation, and bio-related areas. ET.6-8.5-Examinies career goals and career ladders. ET.6-8.10-Demonstrates employability skills such as dependability, good work habits, pride in work,
cooperation with fellow students, respect for authority, and the ability to follow both verbal and written directions. EB.6-8.1-Examines traits, skills training, education, and conditions needed to succeed in various business occupations. EB.6-8.2-Researches and uses information about specific occupations. EB.6-8.3-Examines career opportunities in the business world. EB.6-8.4-Examines career goals and career ladders.
A-27

Seventh Grade
SS.6-7.14-Explains how the social institutions (religion, government, and economics) influence the attitudes and behavior of people.
H.7.3-Analyzes alcohol, tobacco products, and other drug advertisements and promotional products, and develops counter arguments.
H.7.4-Names information, treatment, and rehabilitation resources available in the community. H.7.9-Recognizes abstaining from sexual activity and refraining from intravenous drug use as the most
effective methods of preventing HIV/AIDS. H.7.10-Recognizes abstinence from sexual activity as the most effective method of preventing
pregnancy and sexually transmitted diseases. H.7.12-Identifies the benefits of setting personal goals for maintaining a healthy body. H.7.13-Identifies factors that promote a positive self-image (e.g., accepting responsibility, respect for
self, authority, and others; self-discipline, self-control, and the right to be assertive). H.7.14-Recognizes how sexual decisions are influenced by group pressure (e.g., community, media,
peers). H.7.15-Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying "no",
negotiation, and using refusal and decision-making skills). H.7.16-Identifies characteristics of genuine friendship that enhance the good of the individual. H.7.17-Identifies roles and responsibilities of children in the family. H.7.18-Identifies parental roles and responsibilities. H.7.20-Recognizes that having children is best undertaken in marriage. H.7.22-Discusses strategies to manage stress and feelings caused by disappointment, separation, and
loss. H.7.23-Describe prejudice, its roots, and its effects. H.7.24-Describes necessary elements of conflict resolution (e.g., nature of conflict, feelings, active
listening, "I" messages, and restating, and shows effective communication skills in general. H.7.31-Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect, and
emotional abuse). H.7.32-Identifies local support systems concerning personal safety (e.g., family, teacher, religious
advisor, friend, counselor). PE.7.10-Chooses appropriate behavior to work productively with partner and in a group to accomplish
goals in both cooperative and competitive activities. Responds with appropriate behavior to discussions and conflict during competitive activities. LA.7.19-Evaluates messages and effects of the mass media (newspaper, television, radio, film, and periodicals). LA.7.27-Describes cultures and values represented in literature. LA.7.28-Describes the influence of human experiences on literary works.
A-28

LA.7.42-Recognizes persuasion techniques (propaganda, bias, and stereotyping). LA.7.48-Gathers information by interviewing. LA.7.53-Organizes retrieved information using strategies such as note-taking, graphic organizers,
SQ3R (survey question, read, review, report), and outlining. LA7.54-Develops strategies for taking tests in different formats (e.g., multiple choice, sentence
completion, essay). LA7.57-Communicates effectively through oral expression. LA7.58-Adjusts manner and style of speaking to suit audience and situation. EFCS.6-8.1-Identifies physical, emotional, and social changes that occur during puberty. Seventh Grade continued
EFCS.6-8.3-Identifies different relationships with peer and family. EFCS.6-8.4-Identifies legally and socially acceptable behavior. EFCS.6-8.5-Demonstrates use of decision making process. EFCS.6-8.6-Recognizes consequences that result from making choices. EFCS.6-8.7-Determines opportunities for careers in family and consumer services occupations. EFCS.6-8.8-Demonstrates leadership and communication skills through vocational student
organization activities. ET.6-8.1-Examines traits, skills training, education, and conditions needed to succeed in various
technical and engineering occupations. ET.6-8.2-Defines and uses skills to manage life transitions related to changes in career environment. ET.6-8.3-Researches and uses information about specific occupations. ET.6-8.4-Examines career opportunities in communication, production, energy, power and
transportation, and bio-related areas. ET.6-8.5-Examinies career goals and career ladders. ET.6-8.10-Demonstrates employability skills such as dependability, good work habits, pride in work,
cooperation with fellow students, respect for authority, and the ability to follow both verbal and written directions. EB.6-8.1-Examines traits, skills training, education, and conditions needed to succeed in various business occupations. EB.6-8.2-Researches and uses information about specific occupations. EB.6-8.3-Examines career opportunities in the business world. EB.6-8.4-Examines career goals and career ladders.
A-29

Eighth Grade
SS.8.41-Identifies contributions made by various ethnic groups to the development of Georgia past and present.
SS.8.52-Uses alternative methods to manage conflict. SS.8.53-Works within a group, following set rules of procedure, to complete an assigned task. SS.8.54-Listens to and respects the views of others. SS.8.55-Presents viewpoint to others. SS.8.56-Demonstrates through classroom activities the necessity for rules in an ordered society. SS.8.59-Obtains information by asking appropriate questions in interviews. SS.8.60-Recognizes the rights of others to hold differing positions. H.8.2-Recognizes signs and symptoms of chemical dependency and identifies appropriate sources for
help and support. H.8.3.-Describes the consequences associated with the use of alcohol, tobacco products, and other
drugs in teen relationships (e.g., physical abuse, date rape, violence, teen pregnancy, and drinking and driving). H.8.4-Practices countering aggressive behavior and imitation by refusing to use tobacco products, alcohol, and other drugs. H.8.5-Provides alternatives to using alcohol, tobacco products, and other drugs (including involvement in groups such as SADD, ALATEEN, ALANON). H.8.11-Recognizes the importance of individuals abstaining from premarital sex and intravenous drug use to prevent the spread of HIV/AIDS and other sexually transmitted diseases. H.8.13-Recognizes that abstaining from sexual activity and refraining from intravenous drug use are the most effective methods of preventing HIV/AIDS. H.8.14-Recognizes abstinence from sexual activity as the only sure method of preventing pregnancy and sexually transmitted diseases. H.8.15-Identifies the benefits of setting personal goals for maintaining a healthy body. H.8.16-Identifies factors that promote a positive self-image (e.g., accepting responsibility; respect for self, authority, and others; self-discipline, self-control, and the right to be assertive). H.8.17-Recognizes how sexual decisions are influenced by group pressure (e.g., community, media, peer). H.8.18-Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying "no" negotiation, using refusal and decision making skills). H.8.19-Identifies social, emotional, intellectual, and economic effects of dating. H.8.20-Recognizes that having children is best undertaken in marriage.
A-30

H.8.21-Analyzes physical, social, and emotional changes that occur during the process of maturing. H.8.22-Assesses personal characteristics associated with positive self-esteem. H.8.23-Discusses the influence of self-identify and group acceptance in choosing friends. H.8.24-Analyzes possible causes of conflict among youth and style/strategies to handle them (e.g.,
gangs). H.8.25-Analyzes the causes of suicide, prevention, and effects on survivors. H.8.32-Identifies threats to personal safety (e.g., incest, rape, date rape). H.8.33-Identifies personal support system concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). LA.8.19-Evaluates messages and effects of mass media (newspaper, television, radio, film, and
periodicals). LA.8.27-Explains how cultures and values are represented in literature.
A-31

Eighth Grade-continued
LA.8.28-Analyzes the influence of human experience on literary work. LA.8.43-Analyzes fact and opinion, persuasion techniques, bias, and stereotyping. LA.8.46-Uses a research process that includes selecting topic, formulating questions, identifying key
words, choosing sources, skimming, paraphrasing, note-taking, organizing, summarizing, and presenting. LA.8.48-Uses interviewing to gather information. LA.8.53-Organizes retrieved information using strategies such as note-taking, graphic organizers, SQ3R (Survey, Question, Read, Review, Report), and outlining. LA.8.54-Develops strategies for taking tests in different formats (multiple choice, sentence completion, and essay). LA.8.57-Communicates effectively through oral expression. LA.8.58-Adjusts manner and style of speaking to suit audience and situation. LA.8.59-Demonstrates a sense of audience in preparing and delivering oral presentations. LA.8.70-Produces various types of writing (personal, academic, business, and vocational). EFCS.6-8.1-Identifies physical, emotional, and social changes that occur during puberty. EFCS.6-8.3-Identifies different relationships with peer and family. EFCS.6-8.4-Identifies legally and socially acceptable behavior. EFCS.6-8.5-Demonstrates use of decision making process. EFCS.6-8.6-Recognizes consequences that result from making choices. EFCS.6-8.7-Determines opportunities for careers in family and consumer services occupations. EFCS.6-8.8-Demonstrates leadership and communication skills through vocational student organization activities. ET.6-8.1-Examines traits, skills training, education, and conditions needed to succeed in various technical and engineering occupations. ET.6-8.2-Defines and uses skills to manage life transitions related to changes in career environment. ET.6-8.3-Researches and uses information about specific occupations. ET.6-8.4-Examines career opportunities in communication, production, energy, power and transportation, and bio-related areas. ET.6-8.5-Examinies career goals and career ladders. ET.6-8.10-Demonstrates employability skills such as dependability, good work habits, pride in work, cooperation with fellow students, respect for authority, and the ability to follow both verbal and written directions. EB.6-8.1-Examines traits, skills training, education, and conditions needed to succeed in various business occupations. EB.6-8.2-Researches and uses information about specific occupations. EB.6-8.3-Examines career opportunities in the business world. EB.6-8.4-Examines career goals and career ladders.
A-32

A-33

High School
H.9.-2.1-Determines how adolescent use of alcohol and other drugs contributes to accidents, crime, and suicide.
H.9.-12.2-Recalls the leading causes of teen mortality and formulates methods of prevention of each. H.9.-12.3-Recognizes that alcohol, tobacco, and other drug dependencies are treatable diseases and
identify appropriate community resources. H.9.-12.4-Compares how alcohol, tobacco, and other drug uses and nonuse impacts personal goals,
educational opportunities, and occupational choices. H.9.-12.8-Recognizes the importance of individually abstaining from premarital sex and intravenous
drug use to prevent the spread of HIV/AIDS and other sexually transmitted diseases. H.9.-12.10-Recognizes that sexually transmitted diseases, including HIV/AIDS are communicable
diseases and that abstinence is the sure method of prevention. H.9.-12.11-Recognizes that abstaining from sexual activity and refraining from intravenous drug use
are the most effective methods of preventing HIV/AIDS. H.9.-12.17-Recognizes that returning to abstinence is a positive alternative to previous sexual
behavior. H.9.-12.19-Identifies factors that promote a positive self-image (e.g., accepting responsibility, respect
for self, authority, and others, and self-discipline, self-control, and the right to be assertive). H.9.-12.23-Identifies ways of resisting persuasive tactics regarding sexual involvement (e.g., saying
"no" negotiation and using refusal and decision making skills). H.9.-12.24-Recognizes how sexual decisions are influenced by group pressure (e.g., community,
media, and peer). H.9.-12.26-Identifies social, emotional, intellectual, and economic aspects of dating. H.9.-12.28-Recognizes that having children is best undertaken in marriage. H.9.-12.32-Analyzes stress and its effects on all aspects of health and wellness. H.9.-12.33-Develops and practices effective coping skills for managing stress to prevent self-
destructive skills (e.g., suicide). H.9.-12.34-Demonstrates effective communication skills and resistance skills (e.g., nature of conflict,
feelings, active listening, effective communication skills and empathy). H.9.-12.35-Demonstrates characteristics of a healthy decision maker. H.9.-12.36-Explores the increased responsibility in the transition from adolescence to adulthood and
proposes ways to make these changes easier. H.9.-12.44-Identifies threats to personal safety (e.g., incest, rape, date rape). H.9.-12.45-Identifies local support system concerning personal safety (e.g., family, teacher, religious
advisor, friend, and counselor). PE.9.-12.16-Appreciates the influence of participation in physical activity as it relates to cultural,
ethnic, gender, and physical diversity.
A-34

A-35

High School-continued
Citizenship SS.9.-12.5-Describes the techniques of social action (e.g., how to win support for desirable change
and how to cooperate with others in achieving goals). SS.9.-12.18-Analyzes how America despite its diversity became a unified society by its citizens'
adherence to such basic values as: -Judeo-Christian traditions -belief in inherent, inalienable rights, and -the intrinsic value of the individual.
SS.9.-12.3-Recognizes and explains how different points of view have been influenced by race, religion, and ethnicity.
Economics SS.9.-12.19-Compares job qualifications, personal qualities, educational training, and income benefits
associated with various careers.
Government SS.11.-12.17-Identifies methods of effective expression of public opinion:
-demonstrations -propaganda -advertising -opinion, and -leadership.
Ethnic Studies SS.11.-12.26-Compares and contrasts the cultures of selected ethnic groups. SS.11.-12.27-Examines the influence that ethnic groups have on the historical development of the
United States. LA.9.-12.4-Uses research process: selecting topic, formulating questions, identifying key words,
choosing sources, skimming, paraphrasing, note-taking, organizing, summarizing, and presenting. LA.9.12.19-Writes for many purposes including, but not limited to personal (journals, diaries, stories,
poems), social (friendly letters, thank-you notes, invitations), academic (themes, reports, essays, analyses, critiques), and business (letters, memos, applications) writing. LA.9.-12.23-Speaks so others can hear and understand. LA.9.-12.24-Works as a team member to solve problems. LA.9.-12.26-Invents solutions to problems using thinking techniques (e.g., metaphors, analogies, models, brainstorming, and role-playing). LA.9.-12.27-Analyzes logical relationships in arguments and detects fallacies. LA.9.-12.37-Conceives and develops ideas about a topic for the purpose of speaking to a group, chooses and organizes related ideas, presents them clearly, and evaluates similar presentations by others. LA.9-12.38-Evaluates messages and effects of mass media (newspaper, television, radio, film, and periodicals). LA.9.-12.28-Recognizes that how to think is different from what to think; recognizes multiple valid interpretations; develops and defends individual interpretations.
A-36

High School-continued
LA.9.-12.29-Participates in scenarios requiring application of technical/business/vocational problemsolving and communication skills.
LA.9.-12.36-Evaluates the messages and effects of mass media. LA.9.-12.29-Uses appropriate criteria to evaluate the messages and effects of mass media. LA.9.-12.30-Presents arguments in orderly and convincing ways. LA.9-12.37-Uses appropriate criteria to evaluate the messages and effects of mass media. LA.9.-12.26-Creates solutions to problems using thinking techniques (metaphors, analogies, models,
drawings, brainstorming, and role-playing). LA.9.-12.33-Engages critically and constructively in discussions by speaking and listening. LA.9.-12.38-Identifies verbal and nonverbal components of interpersonal communications. LA.9.-12.28-Uses reading about other cultures as a means to acquire knowledge. LA.9.-12.33-Develops ideas about diverse cultural issues, themes, and characters for the purpose of
speaking to a group; chooses and organizes related ideas; presents them clearly in standard American English; and evaluates similar presentations by others. LA.9.-12.44-Writes to inform an audience of a culture's contributions. LA.9.-12.29-Uses nonverbal signs appropriately (gestures, eye contact, facial expression, and posture). LA.9.-12.30-Interprets and assesses various kinds of communications. TC.9-12.6-Creates, combines, and connects ideas and information. TC.9-12.7-Specifies goals, generates choices, considers risks, evaluates and chooses workable alternatives. TC.9-12.10-Demonstrates an awareness of the need for well-being, and understands how individual attitudes and actions influence other people. TC.9-12.11-Interacts appropriately in social situations, and takes interest in others. TC.9-12.13-Demonstrates an understanding of proper business/work ethics. TC.9-12.17-Understands and respects leadership roles. TC.9-12.18-Demonstrates the ability to appropriately apply leadership skills. TC.9-12.19-Develops leadership and communication skills through vocational student organizations. TC.9-12.20-Demonstrates the ability to resolve issues. TC.9-12.21-Demonstrates the ability to perform work in a work environment with people of different age, gender, culture, attitude, and ability. TC.9-12.26-Makes potential career decisions based upon interests, abilities, and values, and formulates appropriate plans to reach career goals. TC.9-12.27-Demonstrates the proper skills for seeking and securing employment.
A-37

A-38

Evaluation Introduction School Counselors work with all students, school staff, administrators, parents, and the community as a function of their total guidance program. Guidance and counseling programs promote school success through a focus on academic achievement, prevention and intervention activities, advocacy, social/emotional, and career development. (American School Counselor Association, 1997.) The Revised Guidance and Counseling Curriculum provides a framework for standards as to what a quality school counseling program should contain, as well as serving as an organizational guide for developing appropriate competencies for student success. The curriculum provides the standards as the acknowledged criteria used to make judgments about the adequacy and structure of the program, and a sufficient number of program standards should be written to represent a good guidance model. The program that should be developed from the curriculum should address these questions:
What "things" are occurring? Are these the right "things"? Does this provide increased opportunity for collaboration among guidance counselors,
business, community, parents, and teachers? What effect is this having on students? "Demonstrating accountability through the measured effectiveness of the delivery of the guidance program, and the performance of the guidance staff helps ensure that teachers, administrators, parents, and the general public will continue to benefit from quality comprehensive guidance programs." (Gybers and Henderson, 1994, page 362.) To achieve accountability, evaluation is needed concerning the nature, structure, organization, and implementation of school guidance programs, and the school counselors who are implementing the programs. There should be documentation as to the impact the programs are having on the students, the school where they learn, and the communities in which they live. (Gybers and Henderson, 1994.) The following is an sample of a Guidance and Counseling Program Evaluation which can be adapted to fit the needs of the particular school.
A-39

Rating Scale

Please circle the number that best describes the function:

1. Unsatisfactory 2. Below Standard 3. At Standard 4. Above Standard 5. Superior

Major Functions

1. Program Planning

1

2

3

4

5

Implements and facilitates delivery of guidance and counseling service.

1.1. Develops a written school-based guidance plan based on student needs. 1.2. Organizes the counseling program by assessing needs, setting goals, and formulating a plan of action and program evaluation. 1.3. Manages time effectively and provides guidance and counseling services on schedule. 1.4. Maintains an organized, functional, and up-to-date office/counseling center. 1.5. Seeks input from teachers and staff, and collaborates with them in making decisions about
the school counseling program.

2. Guidance and Counseling:

1

2

3

4

5

Implements and facilitates delivery of guidance and counseling service.

2.1. Demonstrates knowledge of multilateral and cross cultural communication skills and knowledge in the school guidance and counseling program when appropriate. 2.2. Uses appropriate counseling processes and techniques for individual and group sessions to meet developmental, preventive, and remedial needs of students. 2.3. Uses appropriate assessment and diagnostic procedures for determining and structuring individual and group counseling to monitor student progress. 2.4. Develops a written school guidance plan where all students receive appropriate guidance which relates to self-knowledge, educational and career exploration, and career planning. 2.5. Provides guidance and counseling for students taken out of class and placed in special education classes, including gifted. 2.6. Coordinates with school staff to provide supportive and instructional classroom guidance activities. 2.7. Gathers evaluative data to determine effectiveness of classroom guidance and student
comprehension, and makes revisions when necessary.

.

A-40

3. Consulting

1

2

3

4

5

Consults with school or system staff and administration about issues, problems, and concerns

involving students, as needed or as requested.

3.1. Demonstrates knowledge of consulting processes and techniques with students, parents, teachers, and administration.
3.2. Assists parents and teachers in understanding and responding to developmental levels of students.
3.3. Presents instructional/informational programs to groups of students, parents, teachers, and administrators (e.g., parent educational programs, group guidance, behavior management, school safety, and suicide prevention).
3.4. Interprets achievement and aptitude test data to assist school staff with curriculum planning.
3.5. Demonstrates a knowledge of accessing community resources.

4. Coordinating

1

2

3

4

5

Facilitates an effective system of sharing information with stakeholders

4.1. Communicates effectively with students, parents, administration, community, and staff. 4.2. Advocates for all students. 4.3. Assists teachers with the integration of guidance activities into the curriculum. 4.4. Shares appropriate non-confidential information about students with school personnel,
parents, and the community. 4.5. Makes appropriate referrals of students to school and community programs. 4.6. Assists with coordination of student services in the school. 4.7. Assists with coordination of the school's annual testing program.

5. Student Appraisal

1

2

3

4

5

Assists with preparation of students for standardized test taking and interpretation.

5.1. Interprets test results and other student data accurately. 5.2. Assists in the development of an assessment preparation improvement plan to include
Criterion, Norm-Referenced, Writing, Career-Performance Based, College and PostSecondary practice and actual tests. 5.3. Uses standardized tests and inventories according to published practices and professional standards.

6. Ethical Standards

1

2

3

4

5

Professional Practices and Development

6.1. Adheres to ethical standards of the counseling profession. 6.2. Follows the laws, policies, and procedures which govern school administration. 6.3. Maintains ethical and professional growth by regular staff development.

A-41

ACKNOWLEDGEMENTS
The Georgia Department of Education would like to thank the following members of the Guidance and Counseling Curriculum Revision Committee for their tremendous effort and hard work. Their valuable expertise, experience, and knowledge was invaluable in the development of this document. The collaboration and cooperation of every one listed below insured a useful implementation of this curriculum framework.
Ethyl Ault, Director of Student Support, Troup County Nancy Bailey, Counselor, Henry County Jane Belflower, Teacher, Houston County Juanita Booker, Director of Guidance, Muscogee County (Retired) Rebecca Bridges, Counselor, Newton County Joyce Chandler, Counselor, Rockdale County Janice Conner, Counselor, Atlanta Public Schools B.J. Cutts, Counselor, Cherokee County (Retired) Allison Edwards, Counselor, Cobb County Cecilia Harbison, Counselor, Gwinnett County Gwendolyn Harris, Counselor, Fulton County Evangeline Hughes, Counselor, DeKalb County Marty Huntsinger, Director of Guidance, Clayton County Brenda Levin, Counselor, Forsyth County Mildred McCoy , Counselor, Clayton County Evelyn McGavin, Counselor, Fayette County Kelly Metcalf, Counselor, Clayton County Ervin Mitchell, Superintendent, Twiggs County Carol O'Neal, Assistant Superintendent, Henry County (Retired) RoseMarie Perry, Counselor, Cobb County Joanne Roblee, Counselor, Cobb County Elizabeth Ross, Director of Student Support, Rockdale County Sarah Thompson, Counselor, Fulton County Judy Todd, Counselor, Fayette County Susan Trawick, Assistant Principal, Clayton County Julia Carol Walters, Counselor, Houston County Sandra Williams, Counselor, Gwinnett County Trudi Williams, Counselor, Atlanta Public Schools Vickie Watts, Director of Guidance, Gwinnett County
A-42

References American School Counselors Association Arizona Department of Education, Guidance and Counseling, Vocational Technology Education Georgia School Counselors Association Indiana Department of Education Muscogee County Director of Guidance Missouri Department of Education Sue Reynolds, Consultant, Indiana Department of Education
A-43

A-44

Section B: High School/College Information
B-1

B-2

High School Graduation Tests
Eighth-grade students should know about the tests they will have to take to prepare for graduation and to realize postsecondary career plans. All public high school students must take and pass the Georgia High School Graduation Test (GHSGT) to receive a high school diploma.
The Georgia High School Graduation Test includes reading, writing, mathematics, social studies, and science. The law requires that the new tests "include processes and application skills as assessed in a range of academic content, and shall exceed minimum and essential skills by extending the assessments' range of difficulty." Georgia educators, including high school teachers and curriculum specialists, selected the knowledge and skills assessed on the graduation tests. The tests are based on the learning objectives specified in the Quality Core Curriculum (QCC) for grades 9-12.
The test subjects are:
English/Language Arts
Mathematics
Science
Social Studies
Writing
The test is administered twice a year, once in the fall and once in the spring, usually in the 11th grade. A student must achieve a minimum score of 500 in each subject to pass and may take the test as many times as necessary to receive a passing score. Make-up tests in different subjects are scheduled throughout the year.
Postsecondary Admission Testing
Most two-year and four-year colleges and universities require student scores from the Scholastic Assessment Tests (SAT) or from the American College Testing Assessment Program (ACT). The Board of Regents' requirements for gaining admission into the state's public colleges and universities will change in the year 2001. The new requirements are tougher than the existing ones. The key differences between the old and the new admissions requirements are:
The addition of one College Preparatory Curriculum (CPC) unit of credit in mathematics, for a total CPC requirement of 16 units.
A new formula called the Freshman Index.
The Freshman Index will be based on a combination of a student's SAT (or ACT) score and his/her high school grade point average. This formula will provide a better look at a student's potential for college success than do SAT scores or a high school grade point average considered separately.
The Freshman Index = SAT Verbal + SAT Math + High School Grade Point Average x 500. For example, the maximum Freshman Index possible is 3600, which equals a 1600 maximum SAT score (800 on verbal + 800 on math) plus the maximum high school grade point average of 2000 (a 4.0 grade point average multiplied by 500).
B-3

Minimum System Admissions Standards for 2001 Freshmen Research Universities For example, the University of Georgia
16 CPC units + 4 additional academic units Freshman Index of 2500 Regional Universities For example, Georgia Southern University and Valdosta State University 16 CPC units + 2 additional academic units Freshman Index of 2040 State Universities and Colleges For example, Georgia College and State University and Southern Polytechnic State University 16 CPC units + 2 additional academic units Freshman Index of 1940 Two-Year Colleges For example, DeKalb College or Coastal Georgia Community College 16 CPC units Freshman Index of 1830
B-4

Taking the PSAT
Students can gain testing experience for the SAT by taking the Preliminary Scholastic Assessment Test (PSAT). Ninth- and tenth-grade students should be encouraged to take the PSAT for practice. For eleventh graders, the PSAT is also the National Merit Scholarship Qualifying Test. High school juniors taking the PSAT are eligible to compete with other juniors throughout the nation for scholarship money from the National Merit Scholarship Program. The results of PSAT scores during a student's junior year are used to determine National Merit Scholars, Achievement Scholars, and National Hispanic Scholars. Students must register with the guidance counselor to take the PSAT, which is offered once a year in October. Taking the PSAT is required for all students who wish to compete for the Governor's Honors Program, an academic summer program for tenth- and eleventh-grade students. Student costs for taking the PSAT are funded by the Georgia Department of Education. Taking the SAT The SAT I Reasoning Test measures verbal and mathematical ability. Scores from each section of the test are reported on a scale from 200-800. For the most part, results from this test are required to determine postsecondary admission. SAT II, Subject Tests, measure achievement and ability to apply knowledge in five subject areas: English, history and social studies, mathematics, sciences, and foreign languages. Many selective colleges and universities require scores from these tests for admission. Share with students information found in the bulletin for the SAT program on registration for the test and provide the College Board School Code (a six-digit number that identifies your school) for them. Dates and locations of testing centers are listed in the bulletin. Students are responsible for filling out the registration, sending a check or money order to cover the costs, and mailing the form to the appropriate address before the deadline. Booklets available from the College Board, such as Taking the SAT I Reasoning Test and Taking the SAT II Subject Test, should also be available for students. To help students prepare for the SAT, the Georgia Department of Education has placed the Stanford Study Guide for SAT Success software and print material in 98 percent of the high schools throughout the state. The program includes school software for self-directed study, a student disk for home study, and blackline masters of all study material. For information on the SAT or PSAT, contact: College Board, P.O. Box 6720, Princeton, New Jersey 08541-6720; phone (690) 771-7300. Visit their website at http://www.collegeboard.org. For information on ACT, contact: ACT Registration Department, P.O. Box 414, Iowa City, Iowa 52243-0414; phone (319) 337-1270.
B-5

Technical Institutes
The Department of Technical and Adult Education sets the standards for admission to the technical institutes in Georgia. ASSET is the state-mandated test for entrance into these technical institutes. SAT and ACT scores are also accepted for admission. Applicants are accepted under regular, provisional, or developmental status and may exempt ASSET testing with the SAT or ACT scores specified by each technical institute. Additional criteria may be set by individual institutes. Taking the ASSET Students will be required to take the ASSET test if a) they have not taken the SAT or ACT and/or do not meet the required scores set by the institution; b) they have not had any college English or math courses; or c) they have a General Educational Development diploma (GED). The ASSET test consists of 36 writing skills (English) questions, 24 reading questions, and 32 math questions. The technical institutes will provide a study guide to students upon request.
B-6

College Admissions Testing
SAT I and II and ACT registration booklets are kept in the counseling center, along with Preparing for the ACT Assessment, Using your ACT Assessment Results, Taking the Sat II Subject Test, and Taking the SAT I Reasoning Test. When working with students:
Remind them that if they have previously registered for any test in the SAT program, they may register by phone. The number is (609) 771-7600. They will need specific information when calling. (Refer students to the SAT registration booklet.)
Remind them to check with the postsecondary institute to determine if they need to take an admission test.
Remind them to code 9999 if they are planning to participate in Division I or II athletics. This will ensure that the clearing house receives the scores. Other scholarship programs may require coding. (Check the SAT and ACT registration booklets.)
Remind them to include the College Board/ACT six-digit school code. This will ensure that the scores will be sent to the local high school. These scores are placed on the transcript as a courtesy to the postsecondary institution and the student.
Remind them of the registration deadline.
Remind them that they MUST take personal identification, two number-two pencils, and a calculator to the testing center.
Remind them that if the SAT II Subject Test is required by the postsecondary school, a score choice is available. However, if a student chooses not to have the College Board send scores to the postsecondary school, they will have to release them in writing at a later time.
Fee waivers are available at the local school. The College Board and ACT have specific guidelines.
B-7

Postsecondary Options
Rule 160-4-2.34
Through the Postsecondary Options program, Georgia public school students earn both Carnegie units for high school graduation and postsecondary credit at eligible public colleges, universities, or technical institutes. Students may enroll in eligible private, nonprofit colleges or universities only if degree-granting public colleges and universities are not located within a 25-mile radius from the students' residences.
For eligible PSO students, the tuition costs are paid from the Secondary Options Grants Account, administered by the Georgia Department of Education, upon notification from postsecondary institutions that students have completed the required course requirements.
Eligible students are at least 16 years old or are classified as juniors or seniors, have not received a high school diploma, are eligible for enrollment based on state law (20-2-150), and have been accepted by eligible colleges, universities, or technical institutes.
To participate in the PSO program, students must:
Complete high school diplomas within the time normally required, beginning with initial enrollment in the program.
Receive minimum Scholastic Aptitude Test re-centered scores of 970 on combined verbal and mathematics sections (for students attending colleges and universities).
Have a minimum cumulative high school grade point average of 3.0 in academic subjects (for students attending colleges and universities).
Meet the entrance criteria of their selected postsecondary institutions. Enroll in fall, winter, and/or spring courses based upon 45 quarter hours or 30 semester hours
(summer excluded).
Provide their own transportation unless the students' IEPs call for transportation as a related service.
Complete the Georgia Postsecondary Options Program Tuition Grant Form, authorizing the colleges, universities, or technical institutes to notify school systems of the students' grades in the postsecondary courses.
Pay for items not ordinarily included in tuition and fees, such as calculators, books, and specialized tolls that are normally required for the course and remain the property of the students. (Fees not included: athletic, registration, parking, security, activity.).
Exclude enrollment in other state student financial aid programs. Meet state assessment requirements for graduation (Rule 160-3-1-.07). Local school systems accept toward state and local graduation requirements the postsecondary credit of eligible students who successfully complete approved courses at eligible institutions. The students' grades, courses, and amounts of credit are recorded on their transcripts based upon
B-8

local board of education policies that correlate grades earned at postsecondary institutions and the secondary cumulative grade point average. Additionally, local boards of education establish PSO policies on enrollment and on student reentry to the high school program if they fail to complete the PSO course in which they were enrolled.
B-9

NCAA Initial Eligibility Clearinghouse Information for Division I and Division II institutions
In January 1993, NCAA Division I and II voted to establish an Initial Eligibility Clearinghouse to simplify the initial eligibility certification process. This process certifies the academic requirements for student athletes entering college and is designed to: Streamline the certification process. Eliminate the duplication of work by counselors and campus administrators. Provide a level playing field since only one Form 48-H will exist for each high school and
trained, unbiased certification specialists will make certification decisions.
To communicate with the NCAA Clearinghouse, write to: NCAA Clearinghouse
2255 North Dubuque Road P.O. Box 4044
Iowa City, IA 52243-4044
Students can receive information about the status of their certification documents and their certification decision, if one has been made, by calling the clearinghouse from a touch-tone phone and entering their Social Security number plus the personal ID number (PIN) provided on their Student Release Form. If a student loses the PIN number, contact the clearinghouse to establish a new PIN.
Students should: Get a registration booklet from the guidance center. Fill out the release form, mail the white copy to the clearinghouse, and give the pink and
yellow copies to the guidance counselor. Code 9999 on the SAT/ACT form when registering to take the SAT/ACT. Provide all previous schools attended (9-12) with a release form. See the guidance counselor for answers to any questions about this procedure.
B-10

Section C: Counselor's Information
C-1

C-2

Counselor's Duties and Functions
Position Title: School counselor Qualifications: Valid Georgia professional service certification in school counseling Reports to: Building principal and/or other authorized administrators Performance Tasks: I. Establishes and Promotes School Guidance and Counseling Program
A. Implements or assists in implementing the school-based written guidance plan. II. Implements and Facilitates Delivery of Counseling Services
A. Conducts individual counseling with students in areas of need. B. Conducts group counseling with students in areas of educational, career, or personal
need. III. Implements and Facilitates Delivery of Guidance Services
A. Coordinates with school staff to provide supportive instructional classroom activities that relate to student educational, career, and personal needs.
B. Assists with administration of standardized group testing. C. Ensures that students receive appropriate career/life (educational or occupational)
development assistance IV. Consults with School or System Staff, Parents, and Community
A. Consults with school staff on student problems. B. Consults with parents on student problems and concerns as needed or requested. C. Consults with community resources. V. Participates in Professional Development Activities A. Engages in professional growth activities. B. Applies newly acquired professional knowledge.
C-3

Elementary School Counselor
Position Title: Elementary School Counselor
Qualifications: Valid Georgia professional service certification in school counseling
Reports to: Building principal and/or other authorized administrators
The Georgia Board of Education recognizes the importance of providing essential and necessary guidance and counseling to students that will result in school success and completion. In providing these programs and services, two principles should be followed. Counselors shall adhere to national, state, and local statutes, policies, and regulations and the ethical standards of the American School Counselor Association. Counselors shall be accessible for students and their parents during the entire school day.
Realizing that the functions of elementary school counselors have varied greatly and expectations have been unclear, the Board establishes the essential and necessary functions to be:
Performance Tasks:
I. Establishes and Promotes School Guidance and Counseling Program
A. Implements or assists in implementing the school-based written guidance plan. 1. Seeks input/gathers data from students, school staff, and parents in addressing student needs. 2. Develops goals and/or objectives to provide a sequential program related to the identified needs of elementary students, including students identified as being "at
3. Develops a written school-based guidance plan appropriate to the developmental needs of elementary students, accommodating individual and cultural differences. 4. Writes a specific individual plan of action that focuses on identified school-based priorities. 5. Conducts specified tasks as planned and makes revisions as needed. 6. Involves administration and staff in the development of the school guidance plan(s). 7. Coordinates a guidance advisory committee for the school.
B. Promotes the school guidance and counseling program to students, school staff, parents, and community. 1. Informs students, school staff, parents, and community of the school counselor role, guidance program, and counseling services. 2. Informs students, school staff, and parents of special programs and services related to the guidance program.
C-4

3. Provides special programs for students appropriate to their developmental needs (e.g., peer tutoring); parent education programs; and staff development activities which
focus on the needs of students "at risk." 4. Informs students, school staff, parents, and community of the school-based written
guidance plan goal and activities. 5. Presents results of the effectiveness of the school-based plan to school staff, parents,
and community.
II. Implements and Facilitates Delivery of Counseling Services
A. Conducts individual counseling with students in areas of need. 1. Intervenes quickly during crisis situations. 2. Schedules time to provide opportunities for counseling. 3. Schedules counseling appointments according to school/system policy. 4. Counsels students by actively listening, identifying/defining problems, exploring alternative solutions, observing, using developmental play, and/or other appropriate
counseling strategies. 5. Assists/develops with students a stated plan of action. 6. Consults with referral services/community agencies when necessary. (See Task IV for further explanation.) 7. Initiates and continues a mentoring or modeling relationship with identified "at-risk" students.
B. Conducts group counseling with students in areas of educational, career, or personal need. 1. Obtains parental consent prior to student participation, consistent with local system/school policy/procedures. 2. Conducts skill-building groups in student self-improvement (peer leadership/ tutoring, study skills, test-taking skills, career awareness, peer relations skills, selfesteem, etc.). 3. Provides necessary feedback to persons involved, consistent with legal and ethical guidelines.
III. Implements and Facilitates Delivery of Guidance Services
A. Coordinates with school staff to provide supportive instructional classroom activities that relate to student educational, career, and personal needs.
1. Collaborates with teachers in defining the counselor's role in instruction and the teachers' role in guidance.
2. Promotes student awareness of available counseling programs and activities through classroom sessions.
3. Collaborates with media specialist to provide guidance-related material for teachers and students. 4. Assists teachers in individualizing instructional programs for students with special
guidance needs (e.g., loss, transitions, low self-esteem, illness).
C-5

5. Coordinates with teachers in scheduling classroom guidance activities. 6. Models lessons in classrooms for teachers on topics such as positive reinforcement, behavior management, and classroom meetings. 7. Conducts and evaluates classroom guidance activities related to instructional goals
and the developmental level of the students (e.g., motivation, self-esteem, test-taking, interpersonal relations, problem-solving). 8. Collaborates with teachers in addressing special classroom problems (e.g., fighting, stealing, personal hygiene, bullying). 9. Gathers follow-up data from teachers/students to determine effectiveness of classroom guidance activities
B. Assists with administration of standardized group testing. 1. Conducts sessions with students, parents, and teachers to provide information and techniques to relieve test anxiety. 2. Collaborates with school staff to provide efficient and effective administration of grouptesting appropriate to the developmental level of the students (e.g., preparing parents as test monitors, holding shorter testing periods). 3. Collaborates with school staff to provide positive follow-up experiences to testing, (i.e., positive recognition programs). 4. Provides assistance to parents/teachers in interpreting and understanding standardized test results to facilitate individual and instructional planning.
C. Ensures that students receive appropriate career/life (educational or occupational) development assistance. 1. Assists students in understanding their capabilities, interests, skills, and limitations. 2. Coordinates the career-awareness program of the school. 3. Assists teachers in helping students understand the relationships between school and life experiences, including relevant vocational information. 4. Assists parents and students in preparing for school transitions: school entry, placement in special-needs programs, orientation to next school level.
IV. Consults with School or System Staff, Parents, and Community
A. Consults with school staff on student problems and concerns as needed or requested. 1. Gathers data about the student and identifies "at-risk" behavior from various sources (e.g., records, teachers, parents, peers, school staff, system resource personnel, community specialists). 2. Provides necessary information that will help school staff meet individual student needs. 3. Develops with school staff strategies to enhance student learning (e.g., classroom management techniques, motivation programs). 4. Participates in the referral process by providing information about the student's social and emotional development. 5. Acts as an on-going, effective advocate for students. 6. Monitors the progress of students who are in programs for "at-risk" students.
C-6

B. Consults with parents on student problems and concerns as needed or requested. 1. Obtains information about the student and identifies "at-risk" behavior from various sources (e.g., records, teachers, parents, peers, school staff, system resource personnel, community specialists). 2. Provides information about the student to parents that enables them to better understand their child's individual needs, accomplishments, abilities, limitations, etc. 3. Develops with parents a strategy for resolving/preventing student problems. 4. Follows up on consultation with parents to assess effectiveness and future direction. 5. Consults with parents concerning appropriate referrals. 6. Plans and coordinates parent education programs.
C. Consults with community resources. 1. Develops and maintains a listing of community resources/services/agencies. 2. Communicates with community resources/services/agencies. 3. Makes referrals of "at-risk" students when appropriate to in-school specialists or community agencies/specialists consistent with state and local system policies. 4. Follows up on referrals to in-school specialists and community agencies/specialists by acting as a liaison between school and community.
V. Participates in Professional Development Activities
A. Engages in professional-growth activities. 1. Attends and participates in continuing education (e.g., workshops/sessions at meetings/conventions, coursework, staff development) appropriate to counselor or program needs. 2. Reviews current research and literature related to children and elementary guidance and counseling. 3. Self-evaluates to enhance skills in areas of need related to written guidance plan.
B. Applies newly acquired professional knowledge. 1. Shares information acquired through professional growth activities with staff and parents as appropriate. 2. Incorporates acquired information into improved program delivery.
C-7

Middle and High School Counselor
Position Title: Secondary School Counselor
Qualifications: Valid Georgia professional service certification in school counseling
Reports to: Building principal and/or other authorized administrators
The Georgia Board of Education recognizes the importance of providing essential and necessary guidance and counseling to students that will result in school success and completion. In providing these programs and services, two principles should be followed. Counselors shall adhere to national, state, and local statutes, policies, and regulations and the ethical standards of the American School Counselor Association. Counselors shall be accessible for students and their parents during the entire school day.
Realizing that the functions of secondary school counselors have varied greatly and expectations have been unclear, the Board establishes the essential and necessary functions to be:
Performance Tasks:
I. Establishes and Promotes School Guidance and Counseling Program
A. Implements or assists in implementing the school-based written guidance plan (to coincide with the student-services portion of the system's strategic plan). 1. Assesses the guidance needs of students as perceived by students, faculty, parents, and community. 2. Develops goals (and objectives) as related to the needs. 3. Develops a plan of action for achieving goals (including steps to implement, i.e., timelines, activities, target populations, personnel responsible). 4. Plans for evaluation of the guidance and counseling program goals and objectives with the assistance of parents, students, school staff, and community representatives (including assessment and follow-up of school leavers and graduates). 5. Presents to the administration the written guidance plan. 6. Makes revisions when needed.
B. Promotes the school guidance and counseling program to students, school staff, parents, and community. 1. Informs the public of the guidance program goals and counselor activities to meet those goals. 2. Informs the public of guidance program results. 3. Informs the public of special programs and services available to students and parents. 4. Includes constituencies in assessment of guidance needs and evaluation of program effectiveness.
C-8

II. Implements and Facilitates Delivery of Counseling Services A. Conducts individual counseling with students in areas of need. 1. Counsels students needing individual assistance in the areas of career planning, postsecondary educational planning, academic achievement, and social/emotional concerns . 2. Provides students in crisis with immediate intervention followed by necessary referral and notification of parents consistent with local system policies. 3. Informs parents about individual counseling as part of the school guidance program
B. Conducts group counseling with students in areas of educational, career, or personal need. 1. Plans, leads, and evaluates instructional groups on topics such as study skills, social skills, and self-improvement skills. 2. Leads and evaluates support groups for students experiencing similar concerns. 3. Informs parents about skill-building/support groups as part of the school guidance program. 4. Obtains parental permission prior to students entering groups.
III. Implements and Facilitates Delivery of Guidance Services
A. Coordinates with school staff to provide supportive instructional classroom activities that relate to student educational, career, and personal needs. 1. Consults with classroom teachers to determine which guidance goals and objectives are consistent with objectives of the classes. 2. Coordinates a schedule of appropriate activities with classroom teachers. 3. Assists in teaching appropriate classroom guidance objectives.
B. Assists with administration of standardized group testing. 1. Administers and interprets aptitude tests and interest inventories as a part of the educational/career planning process. 2. Assists students in understanding their test data, school records, experiences, and interests and how they relate to educational/career planning.
C. Ensures that students receive appropriate career/life (educational or occupational) development assistance. 1. Provides information on curricular paths and course selection as related to educational/career planning. 2. Provides students with opportunities to gain current knowledge of careers. 3. Provides current information on postsecondary training programs. 4. Assists students in the transition to their next educational/career level.
C-9

IV. Consults with School or System Staff, Parents, and Community
A. Consults with school staff on student problems and concerns as needed or requested. 1. Serves as consultant to school staff to help them understand the student's academic, social, and emotional development. 2. Develops with school staff a program/plan for resolving student problems when they occur. (This may be accomplished through referral to student support teams as well as through individual consultation.) 3. Assists with staff development activities included in the approved school-based guidance plan in areas of counselor expertise.
B. Consults with parents on student problems and concerns as needed or requested. 1. Serves as consultant to parents to help them understand their child's academic, social, and emotional development. 2. Develops with parents a program/plan for resolving student problems when they occur. (This may be accomplished through referral to student support teams as well as through individual consultation.) 3. Plans, leads, and evaluates parent programs related to identified areas of need.
C. Consults with community resources. 1. Knows or acquires listing of area community resources/agencies. 2. Knows the purposes of each resource/agency and how each interfaces with the school. 3. Makes referrals to community agencies/resources according to established procedures.
V. Participates in Professional Development Activities
A. Engages in professional growth activities. 1. Keeps abreast of societal and occupational trends and changes in employment and postsecondary training opportunities. 2. Improves professional skills and knowledge by participating in workshops/seminars/classes relating to identified guidance areas of need. 3. Remains informed about current trends and issues by reading professional literature.
B. Applies newly acquired professional knowledge. 1. Shares information acquired through professional growth activities with staff and parents as appropriate. 2. Incorporates acquired information into improved program delivery.
C-10

National Career Development Guidelines for Counselors

Counseling

Knowledge of developmental issues individuals address throughout the life span. Knowledge of counseling and career development theories and 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 all populations. Skills to build productive relationships with counselees. Skills to use appropriate individual and group counseling techniques to assist
individuals with career decisions and career development concerns. Skills to assist individuals in identifying influencing factors in career decision
making, such as family, friends, educational opportunities, and finances. Skills to assist individuals in changing biased attitudes that stereotype others by
gender, race, age, and culture. Skills to assist individuals in understanding the relationship between interpersonal
skills and success in the workplace. Skills to assist individuals in setting goals and identifying strategies for teaching
goals. Skills to assist individuals in continually reassessing their goals, values, interests,
and career decisions. Skills to assist individuals in preparing for multiple roles throughout their lives.

Information

Knowledge of changes taking place in the economy, society, and job market Knowledge of education, training, employment trends, labor market, and career
resources. Knowledge of basic concepts related to career counseling such as career
development, career progression, and career patterns. Knowledge of the changing gender roles and how these affect work, family, and
leisure. Knowledge of employment information and career-planning materials. Knowledge of employment-related requirements such as labor laws, licensing,
credentialing, and certification. Knowledge of state and local referral services or agencies for job, financial, social
and personal services. Knowledge of federal and state legislation that may influence career development
programs. Skills to use career development resources and techniques designed for specific
groups. Skills to use computer-based career information systems.

Individual and Group Assessment

Knowledge of assessment techniques and measures of skills, abilities, aptitudes, interests, values, and personalities.
Skills to identify assessment resources appropriate to specific situations and populations.
Skills to evaluate assessment resources and related techniques so that their validity, reliability, and relationships to race, gender, age, and ethnicity can be determined.
Skills to administer, interpret, and personalize assessment data in relation to the career development needs of the individual.

C-11

National Career Development Guidelines for Counselors

Management and Administration

Knowledge of program designs that can be used in organizing career development programs.
Knowledge of needs assessment techniques and practices. Knowledge of management concepts, leadership styles, and techniques to
implement change. Skills to assess the effectiveness of career development programs. Skills to identify staff competencies for effective career development programs. Skills to prepare proposals, budgets, and timelines for career development
programs. Skills to identify, develop, and use record-keeping methods. Skills to design, conduct, analyze, and report the assessment of individual and
program results.

Implementation

Knowledge of program adoption and planned change strategies. Knowledge of barriers affecting the implementation of career development
programs. Skills to implement individual and group programs in a variety of areas such as
assessment, decision making, job seeking, career information, and career counseling. Skills to implement public relations efforts that promote career development activities and services. Skills to establish linkages with community-based organizations.

Consultation

Knowledge of consulting strategies and consulting models. Skills to assist staff in understanding how to incorporate career development
concepts into their offerings to program participants. Skills to consult with influential parties such as employers, community groups,
and the general public. Skills to convey program goals and achievement to legislators, professional
groups, and other key leaders.

Specific Populations

Knowledge of differing cultural values and their relationship to work values. Knowledge of the unique career planning needs of minorities, women, the
handicapped, and older persons. Knowledge of alternative approaches to career planning needs for individuals with
specific needs. Skills to identify community resources and establish linkages to assist adults with
specific needs. Skills to find appropriate methods or resources to communicate with individuals
with limited English proficiency.

C-12

Section D: Planning a Comprehensive Career Guidance and Counseling Program
D-1

D-2

Establish, Promote, and Evaluate Career Guidance and Counseling Program
Every school must have a guidance plan that encompasses program aspects deemed necessary and appropriate for a particular school system. The counselor is responsible for implementing the guidance plan. If that plan is no longer current, the counselor must develop an appropriate written school-based plan with relevant competencies based on student needs. The school-based guidance plan should be broad enough to cover the various procedures available to the school counselor and be consistent with the policies of the school and school system. The school-based plan includes a needs assessment, goals, objectives, activities, and evaluation procedures. Sample forms to conduct needs assessment and schedule activities are included at the end of this section. Effective procedures for developing a plan include the following:
Seek input and gather data from students, school staff, parents, and community in assessing student needs.
Gather school system data to determine guidance and counseling requirements in school. Gather data from questionnaires; from student needs as expressed to counselors, to teachers,
or to parents; and from input from parent association meetings, community representatives, faculty discussions, and guidance advisory committees. Develop goals (strategic directions and objectives) related to individual needs. Specify steps to work with support personnel in the school and community. Specify classroom guidance for socialization skills training through collaboration with teachers.
The guidance counselor should also implement an individual plan of action to be accomplished for each school year that is related to the goals and objectives of the school plan. The individual plan may be based on either previously determined school needs or emergent needs. The focus should be on the greatest identified needs and the most effective and efficient ways to meet those needs. Individual plan samples and schedules are included at the end of this section. Effective practices to develop and implement an individual plan include the following:
Specify a program of group counseling for students at risk. Specify a program of planned individual counseling. Conduct specified tasks as planned and make revisions as necessary. Adhere, as much as possible, to planned activities. Revise format of classroom guidance plan if found to be inappropriate for the level intended. Present information about the results of individual or school-based guidance plan to students,
school staff, parents, and the community, where appropriate. Utilize a guidance newsletter to disseminate information. Send information to a local newspaper. Distribute information sheets to students, teachers, and parents.
D-3

D-4

Sample Materials to Establish, Promote, and Evaluate Career Guidance and Counseling Program
D-5

D-6

Objectives for a School Guidance Program in Elementary, Middle,or High School
A Needs Assessment Checklist Introduction: The purpose of this checklist is to help identify the most important objectives for a school's planned guidance program. An objective is a statement of some achievement or competency that the guidance program is designed to help students, parents, or school staff members accomplish. Objectives represent the desired results of a guidance program. A guidance need exists when people require guidance program assistance to effectively accomplish an objective. Some objectives may be accomplished without guidance assistance, and some objectives may not be appropriate for the maturity level of the students or the goals of the school. Some objectives can be important for a school even though not all students, parents, or staff may have the need. Directions: Consider the guidance needs in your school. Use the following responses to describe these needs: 1. Objective is important and guidance program assistance is needed. 2. Objective is moderately important or guidance program assistance is moderately needed. 3. Objective is of low importance or is not appropriate for the guidance program in this school. ? Not enough information is known to make a judgment. For each item, circle the response you think is most appropriate. After you have responded to each item, you will be asked to identify the 20 highest priority needs. Please check: Level of school: ___ elementary ___ middle/jr. high school ___ high school
______________ other (fill in) Your Position: ___ counselor ___ teacher ___ administrator ___ parent
______________ other (fill in) Name: ________________________________
D-7

I. Objectives For Students

A. Students Are Assisted in Participating Effectively in the Learning Experiences of School. Students need guidance program assistance to: 1 2 3 ? 1. Improve their skills and habits for studying and time management. 1 2 3 ? 2. Increase their commitment to remain in school and not to drop out. 1 2 3 ? 3. Improve their regular attendance in school. 1 2 3 ? 4. Participate more frequently in extracurricular school activities. 1 2 3 ? 5. Become better oriented to the school when arriving as a new student. 1 2 3 ? 6. Better understand the services and personnel of the guidance program. 1 2 3 ? 7. Change their behaviors that interfere with own classroom learning. 1 2 3 ? 8. Improve their use of classroom teachers as learning resources. 1 2 3 ? 9. Receive greater satisfaction from being a student and increase their feeling of being accepted and
belonging in school. 1 2 3 ? 10. Improve their understanding of and commitment to their own learning goals. 1 2 3 ? 11. Increase their respect for the value of education and personal responsibility for learning. 1 2 3 ? (Additional Need)

B. Students Are Assisted in Progressing in Their Own Career Development.

1 2 3 ? 12. Improve their ability to work cooperatively with others in accomplishing a task.

1 2 3 ?

13. Increase their respect for the value and dignity of all forms of work and better understand how various workers affect the quality of life in a community.

1 2 3 ? 14. Strengthen their belief that they are capable and productive.

1 2 3 ? 15. Better understand that any individual can have a satisfying career in a variety of ways.

1 2 3 ? 16. Better understand why people work.

1 2 3 ?

17. Increase their awareness that each person needs to plan and be responsible for his/her own career.

1 2 3 ?

18. Increase their knowledge about a variety of occupations and how these occupations are categorized into major areas of work (job families).

1 2 3 ?

19. Better understand the occupations held by family members, relatives, or other significant individuals.

1 2 3 ?

20. Better understand and appreciate their work roles and responsibilities at home and school.
D-8

1 2 3 ? 1 2 3 ?
1 2 3 ? 1 2 3 ?
1 2 3 ?
1 2 3 ? 1 2 3 ?
1 2 3 ? 1 2 3 ? 1 2 3 ?
1 2 3 ?

21. Reduce their own stereotyping of people and occupations.
22. Improve their ability to identify and use various resources for obtaining occupational information.
23. Increase their awareness of the changing nature of the world of work.
24. Improve their ability to identify and clarify goals that are desirable and attainable through a productive career.
25. Identify and increase their knowledge about those occupations that are related to their personal goals, values, abilities, and interests.
26. Increase their participation in career exploratory experiences.
27. Improve their ability to apply decision-making process in planning and being responsible for their career development.
28. Have a plan for their career development.
29. Improve employability skills needed to obtain employment.
30. Improve their work adjustment skills and understandings that are helpful for functioning as an employee in a work setting.
(Additional Need)

D-9

C. Students Are Assisted in Increasing Their Self-Understanding and Self-Esteem.

Students need guidance program assistance to:

1 2 3 ? 31. Strengthen their belief that they are significant and worthy persons.

1 2 3 ?

32. Identify and increase their knowledge about the personal characteristics and life experiences of people who serve as role models.

1 2 3 ?

33. Increase their understanding of the various kinds of abilities, interests, values, feelings, and personal traits that people have.

1 2 3 ?

34. Improve their ability to identify and describe their present abilities, interests, values, feelings, and personal traits.

1 2 3 ?

35. Understand the variety of potentials that a person has for growth and believe that they can change and be responsible for that change.

1 2 3 ? 36. Increase their acceptance and appreciation of their own bodies.

1 2 3 ?

37. Improve their ability to identify, describe, and value their own accomplishments and competencies.

1 2 3 ? (Additional Need)

D. Students Are Assisted in Increasing Their Ability To Relate Effectively to Others.

Students need guidance program assistance to:

1 2 3 ? 38. Increase their understanding and respect for individual differences among people.

1 2 3 ? 39. Increase their respect for the rights, worth, and dignity of others.

1 2 3 ?

40. Increase their understanding of the various roles and relationships that a person can develop with other individuals, family, peer groups, organizations, and society.

1 2 3 ? 41. Improve their ability to interact with others in a positive way.

1 2 3 ? 42. Improve their ability to cooperate with others in a positive way.

1 2 3 ? 43. Improve their ability to resolve conflicts with other people.

1 2 3 ? 44. Improve their ability to anticipate the consequences of their relationships with others.

1 2 3 ? 45. Improve their ability to be assertive at appropriate times.

1 2 3 ? 46. Increase their integrity and reliability in relationships with others.

1 2 3 ? 47. Better understand how their behavior affects other people.

1 2 3 ? 48. Increase their feeling of being accepted and recognized by other people.

1 2 3 ?

49. Increase their understanding and acceptance of the rights and responsibilities of being a member of the school, home, and community.

D-10

1 2 3 ? (Additional Need)

E. Students Are Assisted in Selecting and Entering Appropriate School Courses and Student Activities.

Students need guidance program assistance to:

1 2 3 ? 50. Better understand the school courses that students may select.

1 2 3 ? 51. Better understand the student activities that students may select.

1 2 3 ?

52. Become more knowledgeable about occupational careers and educational opportunities beyond high school that are related to each school course and student activity.

1 2 3 ?

53. Increase their knowledge about requirements for being promoted, graduating, and receiving special recognitions or diplomas.

1 2 3 ?

54. Improve identification of their personal needs and goals for selecting school courses and student activities.

1 2 3 ?

55. Have an appropriate written plan for scheduling a total program of school courses and student activities.

1 2 3 ?

56. Increase their ability to make informed decisions about school courses and student activities and assume responsibility for those choices.

1 2 3 ? (Additional Needs)

D-11

F. Students Are Assisted in Selecting and Entering Appropriate Educational Opportunities Beyond High School.

Students need guidance program assistance to:

1 2 3 ? 57. Increase their awareness of the importance for continued learning after high school.

1 2 3 ? 58. Better understand the various kinds of continuing education opportunities beyond high school.

1 2 3 ?

59. Improve their ability to locate and use information about educational opportunities beyond high school.

1 2 3 ? 60. Identify their own purposes and goals for continuing their education.

1 2 3 ?

61. Identify the institutions and programs of study that would be most appropriate in meeting their personal goals for continuing education.

1 2 3 ?

62. Increase their knowledge about the abilities, requirements, and resources needed to enter and function effectively in the continuing educational programs they are considering.

1 2 3 ?

63. Have a plan for selecting, preparing for, and entering an appropriate educational experience beyond high school.

1 2 3 ?

64. Increase their knowledge about admissions procedures for educational opportunities beyond high school.

1 2 3 ? 65. Identify and obtain financial aid when needed for continuing their education.

1 2 3 ?

66. Better understand the vocabulary, opportunities, difficulties, and sources of help that they may encounter in continuing education settings.

1 2 3 ?

67. Improve their ability to make decisions and assume responsibility for their choice of continuing education beyond high school.

1 2 3 ? (Additional Need)

D-12

G. Students Are Assisted in Solving or Coping With Problems That Affect School Learning or Future Life.

Students need guidance program assistance to:

1 2 3 ?

68. Cope with that which are beyond their control, such as losses resulting from death or separation, dysfunctional family, divorce or separation of parents, or physical disabilities.

1 2 3 ?

69. Solve individual personal problems related to personal abuse of alcohol or drugs, abuse by others, pregnancy, court orders, risk of suicide, or lack of adequate clothing, food, or shelter.

1 2 3 ? 70. Avoid abusing drugs and alcohol.

1 2 3 ? 71. Avoid having an unplanned pregnancy.

1 2 3 ? 72. Avoid being abused or harmed by others.

1 2 3 ? 73. Avoid the risk of suicide.

1 2 3 ? 74. Avoid committing criminal offenses.

1 2 3 ? 75. Reduce or manage stress, anger, fear, depression, or other strong feelings.

1 2 3 ?

76. Become more aware of available school and community resources that can help individuals or families with problems.

1 2 3 ? 77. Become more willing to seek and accept help from other people in solving personal problems.

1 2 3 ? 78. Improve their ability to apply problem-solving techniques to their personal problems.

II. Objectives for Parents

A. Parents Are Assisted in Understanding the Guidance Accomplishments and Needs of Their Children.

Parents need guidance program assistance to:

1 2 3 ?

79. Increase their knowledge of their child's special efforts and accomplishments toward meeting guidance objectives.

1 2 3 ?

80. Better understand their child's special nonconfidential problems and/or needs that create barriers to accomplishing guidance objectives.

1 2 3 ?

81. Better understand their child's current status in meeting one or more guidance objectives such as career planning, course selection, or post-high school educational plans.

1 2 3 ? 82. Better understand their child's standardized test results and cumulative record information.

1 2 3 ? (Additional Need)

B. Parents Are Assisted in Participating With the School To Help Their Children Accomplish Guidance Objectives.
Parents need guidance program assistance to:
D-13

1 2 3 ? 1 2 3 ? 1 2 3 ? 1 2 3 ?

83. Share with the counselor helpful information about their child's guidance accomplishments and needs.
84. Collaborate with the counselor in identifying ways that the school and parents can work together to help their child with special problems or needs.
85. Create additional home activities or conditions that help their child accomplish guidance objectives.
(Additional Need)

C. Parents Are Assisted in Understanding, Using, and Supporting the Guidance Program.

Parents need guidance program assistance to:

1 2 3 ?

86. Better understand the objectives, philosophy, activities, and ethics of the school's guidance program.

1 2 3 ?

87. Increase their recognition and knowledge of the counselor who serves their child and become aware of the professional competencies of that counselor.

1 2 3 ? 88. Increase their participation in guidance events and services planned for parents.

1 2 3 ?

89. Provide additional time, skills, and resources that improve the quality of guidance services given to students.

III. Objectives For School Staff

A. School Staff Members Are Assisted in Obtaining Helpful Information About Students With Whom They Work.

Teachers need guidance program assistance to:

1 2 3 ? 90. Better understand the abilities, interests, achievements, goals, and needs of individual students.

1 2 3 ? 91. Better understand students' standardized test results and cumulative record information.

1 2 3 ?

92. Better understand the special nonconfidential problems or needs that affect students' performance in class.

Administrators need guidance program assistance to:

1 2 3 ? 93. Better understand the general characteristics and needs of the school's total student population.

1 2 3 ?

94. Better understand the special nonconfidential problems or needs of individual students that require administrative action.

Other staff members need guidance program assistance to:

1 2 3 ?

95. Increase their information about selected students so that special services can be provided effectively.

1 2 3 ? (Additional Need)

D-14

B. School Staff Members Are Assisted in Helping Students To Accomplish Guidance Objectives.

Teachers need guidance program assistance to:

1 2 3 ?

96. Provide additional classroom activities that infuse the learning of guidance objectives with subject matter being taught.

1 2 3 ?

97. Provide additional ways for infusing guidance objectives with the goals of extracurricular student activities.

1 2 3 ? 98. Provide additional help to individual students who have guidance needs.

1 2 3 ?

99. Increase collaboration with the counselor in identifying ways that the counselor and teacher can work together to help individual students.

Administrators need guidance program assistance to:

1 2 3 ? 100. Increase collaboration with the counselor in identifying ways to help individual students who have guidance needs.

1 2 3 ? 101. Initiate and improve school programs, activities, or policies that help students guidance objectives.

accomplish

Other staff members need guidance program assistance to:

1 2 3 ? 102. Increase collaboration with the counselor in identifying ways that the counselor and other staff members can work together to help individual students.

1 2 3 ? (Additional Need)

C. School Staff Members Are Assisted To Understand, Use and Support the Services of the Guidance Program.
Teachers need guidance program assistance to:
1 2 3 ? 103. Increase understanding of the objectives, philosophy, activities, and ethics of the school's guidance program.
1 2 3 ? 104. Increase use of resources and services available from the guidance program.
1 2 3 ? 105. Identify and provide information to the counselor concerning students who have special needs for guidance assistance.
1 2 3 ? 106. Provide additional information to the counselor concerning the curriculum being taught in the classroom.
1 2 3 ? 107. Provide additional information to the counselor concerning special student activities that are scheduled.
1 2 3 ? 108. Make additional time available in the classroom for group guidance activities conducted by the counselor.
Administrators need guidance program assistance to:

D-15

1 2 3 ? 109. Increase collaboration with the counselor in defining, organizing, evaluating, and improving the guidance program.
1 2 3 ? 110. Improve ways to communicate to others the accomplishments and needs of the guidance program.
1 2 3 ? 111. Provide additional ways for counselors to improve their own professional competencies in the delivery of guidance services.
Other staff members need guidance program assistance to: 1 2 3 ? 112. Increase consultation with the counselor concerning students with guidance needs. 1 2 3 ? (Additional Need) After responding to each item, please go back over the list and place a check mark beside the 20 guidance needs that have the highest priority as guidance objectives in this school.
D-16

Elementary Student Survey

TO:

County Elementary School Students

FROM: County Student Services Committee

In an effort to improve services to the students in our county's schools, the Student Services Committee would appreciate your completing the following form.

Please circle the number for the grade you are in:

K

1

2

3

4

5

How much importance do you believe your school should give to each of the following? Indicate your answers by placing a check in the appropriate column next to each item.

Learning To Understand Myself Learning To Study Learning To Make Decisions Learning To Set Goals Learning To Take Tests Learning About the World of Work Getting Along With Others Help With Personal Problems Help With School Problems Information for 4th Graders

Much Importance Some Importance Little Importance

Thank you for completing this form. Return the form to your teacher when you finish.

D-17

Counseling Needs Assessment for Middle and High School Students

The Guidance and Counseling Department would like your assistance in an important project to help us provide better service for the students. As a first step in our project, we are asking you to complete the questionnaire below. Please check each statement that is important to you.

Circle your grade: 6 7 8 9 10 11 12

Circle one: Male Female

I. Place a checkmark beside each statement that is important to you.

As a student, I would like to know how to:

1. Solve problems and make good decisions. 2. Improve my study skills and test-taking skills. 3. Set goals for myself and carry them out. 4. Explore future career choices. 5. Select the most appropriate courses in school. 6. Get information about educational options after high school. 7. Get financial aid information for postsecondary education. 8. Manage my time better. 9. Manage conflict with others. 10. Cope with pressures from school, home, friends, and myself. 11. Better understand my abilities, interests, and aptitudes. 12. Ask for what I want in an acceptable and assertive manner. 13. Get along better with others (teachers, parents, friends). 14. Accept criticism better. 15. Better understand people who are different. 16. Become less shy and nervous about others. 17. Make friends. 18. Be more comfortable about speaking up in class. 19. Better understand myself. 20. Get help when I need it.

II. From the list above, place the numbers of the five most important topics for you in the spaces below.

1. ____ (most important)

4. ____ (next important)

2. ____ (next important)

5. ____ (next important)

3. ____ (next important)

III. What are some other ways in which the counselors can help you?

D-18

Counseling Program Needs Assessment for Parents

The Guidance and Counseling Department would like your help in determining priorities for student and parent services. Please fill out this survey, and return the form to your school. Use the back for additional comments. Thank you!

I. Please circle the appropriate number according to the following scale:

1. No Need 2. Little Need

3. Needed

4. Very Needed 5. Extremely Needed

A) INDIVIDUAL STUDENT COUNSELING (personal/school problems)

1 2 3 4 5

B) PARENT SUPPORT GROUPS (parent-effectiveness training)

1 2 3 4 5

C) INTERPERSONAL SKILLS (helping students communicate/get along)

1 2 3 4 5

D) PARENT CONSULTATION (meet with parents concerning students)

1 2 3 4 5

E) CAREER EXPLORATION (exploring student career goals/interests)

1 2 3 4 5

F) PERSONAL GROWTH (building self-esteem and understanding)

1 2 3 4 5

G) STUDY SKILLS (helping students to do better in school)

1 2 3 4 5

H) IMPROVING TEST SCORES (improving standardized test scores)

1 2 3 4 5

I) PEER TUTORING (opportunities for students to help each other)

1 2 3 4 5

J) OTHER________________________________

1 2 3 4 5

Please rank the above areas in order of their importance to you, with 1 being the most important and 10 being the LEAST important. Place the LETTER of the area in spaces below.

1st__ 2nd__ 3rd__ 4th__ 5th__ 6th__ 7th__ 8th__ 9th__ 10th__

D-19

School Counselor Report of Needs

System:________________________

Name:______________________

Activity Indicate Number of Sessions

Program Planning ____ Public Relations ____ Individual Counseling ____ Group Counseling ____ Classroom Guidance ____ Group Testing ____ Career Development ____ Staff Consultation ____ Parent Consultation ____ Referrals ____ Professional Development ____

Needs Categories Indicate Number of Cases Abuse ____ Academic ____ Absenteeism ____ Death ____ Delinquency ____ Discipline ____ Dropout ____ Family ____ Illness ____ Substance Abuse ____ Suicide ____ Suspension/Expulsion ____ Other ____

D-20

High School Guidance Goals and Objectives
The guidance program at our high school is designed for grades nine through twelve. The guidance program for this school term will encompass the following broad goals that have been developed as result of an assessment of student needs.
Goals
Students will develop appropriate learning skills, such as study habits, reading, test taking, writing, and speaking.
Students will develop career awareness, knowledge, and skills that will enable them to make an adequate transition into their postsecondary pursuits.
Students will develop human-relations skills that will enable them to manage themselves appropriately in their various environments.
Students will be able to manage themselves in a manner that will promote physical, emotional, and mental well-being.
Students will be able to make decisions commensurate with their knowledge of values, interests, and attitudes.
General Content Areas
Activities from the following content areas will be designed to meet the above listed goals and specific objectives as outlined below.
Study Skills And Habits
To evaluate one's study skills and habits. To develop effective time-management plans. To learn and practice classroom learning skills. To identify various tests and test-taking situations. To learn to cope with test anxiety. To understand grade-point average (GPA) and report cards. To discuss school success skills.
Communication Skills
To identify and practice interpersonal skills. To learn how to be sensitive and "tune in" to others. To learn how to be a careful listener. To learn how to clarify and explore ideas. To learn how to ask and respond to thoughtful questions. To learn ways to compliment and confront others. To identify behaviors that block effective communications.
D-21

To learn how to be an effective group participant. To learn how one's behavior affects others.
Career Development To examine the effect of changing times in the world of work. To recognize job opportunities and their value to society. To identify how jobs, careers, and occupations are related to one's interests, needs, skills, and opportunities. To identify tentative job goals. To become aware of the factors that influence job choice. To recognize how job skills are related to success in school. To identify how job tasks relate to skills learned in school.
Student Relationship To examine roles and stereotypes in society. To develop positive ways of interacting with peers. To recognize the power of peer pressure. To assess one's self and peer relationships. To learn how to develop friendships. To learn ways to resist undesirable peer pressure. To increase awareness of how personal need and interests affect relationships.
Wellness To identify common health problems in our society. To identify positive aspects of living a healthy life. To discuss how exercise, nutrition, positive attitudes, and personal living habits can affect one's life. To be aware of the characteristics of such "high-risk" people as alcohol and drug abusers, potential suicides, and potential drop-outs. To examine the long-range consequences of abusive behavior. To develop and practice effective ways of coping with stress.
D-22

High School Local Plan for Guidance, Counseling, and Career Development

System_____________________________

Need Addressed:

Through a formal needs assessment, students indicated a continued need for assistance in

recognizing and acquiring those traits and qualities deemed necessary for gaining employment as

well as succeeding in one's career.

Goal:

Students will become aware of career skill and gain confidence as they understand how to apply for

and keep a job.

Developmental

Activities to Accomplish

Time Frame

Evaluation

Objectives

Objective and Personnel

Begin/End

Procedures

Responsible

Students will

Workshops

participate in small

group workshops on Resume Writing led by Career Oct. 1/2 day Student evaluation

applying for and

System

Completed resumes.

keeping a job.

Dress for Success led by Career Nov. 1/2 day Student evaluation

Systems

Employer feedback

Interviewing Skills led by

Nov. 1/2 day Student evaluation

Business Education Department

Employer feedback

Work Attitudes led by the Delra Dec. 1/2 day Student evaluation

Industries

Employer feedback

Minority Employment Concerns led by Delra Industries and Careers Systems

Jan. 1/2 day

What Employers Value led by Delra Industries

Feb. 1/2 day

Student evaluation Employer feedback
Student evaluation Employer feedback

D-23

Middle School Local Plan for Guidance, Counseling, and Career Development

System_____________________________

Need Addressed:

Our dropout rate is 20 percent.

Goal:

Students who enter this school system will continue their education until they graduate or until they

transfer to another educational setting.

Developmental

Time Frame

Evaluation

Objectives

Begin/End

Procedures

Students will develop Counselor will lead staff

August

broad life goals and development on life career

Each student will plan

preliminary plans for planning for students.

a course of study

achieving them.

based on his/her life

Teachers/counselors will conduct Sept. and May career plans.

classroom guidance sessions on

life career planning during

advisement sessions.

Counselors/teachers will assist students individually in planning their high school course of study based on their career goals. Eighth grade only.

April-June

Students will express an understanding of and appreciation for their strengths and abilities

Students will be provided an advisement folder. They will keep records of their grades, major test results, work experiences, honors activities, etc.

Sept.-June

Eighth-grade English teachers will have students write a paper on "Why I Can Be a Success."

March

Each student will complete a resume, including at least five areas he or she has strengths in and five skills he or she possesses.

Counselors will lead small groups for students experiencing failure and/or who have poor selfconcepts.

Nov.-Dec. and Feb.-March

D-24

Elementary School Local Plan for Guidance, Counseling, and Career Development

System_____________________________

Need Addressed:

Students need help developing effective study techniques and in applying these skills in the

classroom.

Goal:

To provide students with instruction on effective study skills and motivation to apply these skills.

Developmental

Activities to Accomplish

Time Frame

Evaluation

Objectives

Objective and Personnel

Begin/End

Procedures

Responsible

After a unit on study Counselor/teacher will conduct

Completion of unit

skills, 80 percent of study skills unit.

participating students

will enter into a peer Counselor/teacher will assist

Completion of

contract that specifies students with these activities:

students' peer

an effective study

October

contracts.

technique to be

Review of study-skills unit.

applied regularly to

improving classroom Identification of a study skill

Written evaluations of

performance.

they wish to apply.

results from

participating students,

Development of a peer contract

teachers, and

with one or more classmates.

counselors.

Follow-up with class on progress of the peer contracts and the study skills application.

D-25

Elementary School Guidance Sample Calendar of Individual Plan of Action
I. Preschool activities A. Register new students. 1. Interview students and parents. 2. Assist in the identification of special needs for individual students. 3. Review incoming student records with teachers. 4. Contact other school personnel such as nurse, special services teacher, remedial teachers, gifted and talented teacher, and school psychologist or examiner as the need is indicated by incoming records. B. Organize kindergarten screening. 1. Plan with nurse and other staff members. 2. Organize place, procedures, and personnel. C. Review and revise guidance goals, objectives, curriculum, and evaluation plan. D. Develop and carry out placement activities. E. Schedule and advertise parenting classes. F. Hold teacher orientation.
II. First and second week of school A. Continue registration. 1. Consider class/subject placement. 2. Refer students requiring special placement. B. Screen kindergarten students. C. Monitor and observe students having adjustment problems; intervene as needed. D. Consult with parents as needed. E. Meet with teachers by grade level. 1. Discuss classroom guidance schedules. 2. Discover specific needs of children.
Process is continued throughout the school year.
D-26

Middle School Guidance Sample Calendar of Individual Plan of Action
I. Preschool activities A. Register new students. 1. Interview students and parents. 2. Assist in the identification of special needs for individual students. 3. Review incoming student records with teachers. 4. Contact other school personnel such as nurse, special services teacher, remedial teachers, gifted and talented teacher, and school psychologist or examiner as the need is indicated by incoming records. B. Organize peer guides. 1. Plan with students, parents, teachers, and other staff members. 2. Organize place, procedures, and personnel. C. Review and revise guidance goals, objectives, curriculum, and evaluation plan. D. Develop and carry out placement activities. E. Schedule and advertise parenting classes. F. Hold teacher orientation.
II. First and second week of school A. Continue registration. 1. Consider class/subject placement. 2. Refer students requiring special placement. B. Screen students. C. Monitor and observe students having adjustment problems; intervene as needed. D. Consult with parents as needed. E. Meet with teachers by grade level. 1. Discuss classroom guidance schedules. 2. Discover specific needs of children.
Process is continued throughout the school year.
D-27

High School Guidance Sample Calendar of Individual Plan of Action

Grade 11

Timeline Sept.

Activities Disseminate information bulletin to juniors emphasizing study skills and time management skills and techniques.

Delivery System Goals English classes

Show study skills and test-taking video.

Group guidance

Provide schedule information for PSAT/NMSQT.

Guidance bulletin and news media

Have group and/or individual guided Group guidance review of students' educational and career plans.

Hold individual and group personal- Guidance social counseling as requested.

12

Sept.

Post and disseminate SAT

information.

English classes

Guide group and/or individual sessions to help students clarify and specify their career and postsecondary plans.

Group guidance

Provide and publish schedule for conferring with parents concerning graduation status and postsecondary planning.

News media and school bulletin

Counsel individuals and groups as requested.

Counselor

Process is continued throughout the school year.

D-28

D

Implement, Facilitate, and Evaluate Delivery of Counseling Services
The counselor is responsible for counseling students in areas of need, conducting individual counseling, and conducting group counseling on educational, career or personal needs. Documentation is vital to the delivery of counseling services. When scheduling time to provide opportunities for counseling, the counselor should include a log or schedule to record counseling sessions. To further facilitate student needs, arrange your appointments and post a schedule with specific times for individual counseling. The counselor must at all times adhere to established system policies and procedures in scheduling appointments and obtaining parental permission for students to participate in group counseling. Sample forms for the delivery of counseling services are included at the end of this section.
Individual counseling of students involves active listening, identifying and defining problems, discussing alternative solutions, and formulating a plan of action. Active listening is the process of hearing the feelings and concerns behind the words, trying to hear what the student might have difficulty expressing, and allowing time for students to express themselves fully. Identifying and defining problems help the student to focus feelings that concern specific issues; the issues can be examined broadly.
Student and counselor should become partners in discussing possible alternative solutions to problems. Students then feel that they have been heard, that their problems are real, and that there are possibilities for change. Several sessions may be needed to proceed through this process. Developing a plan of action should also be a collaboration between the student and the counselor. An action plan is particularly important to students who feel powerless and have difficulty envisioning change. Counselors can help students understand the decision-making process and see numerous possible solutions to a given problem, how to prioritize goals, and how to develop time plans using step-by-step mini-goals.
Group counseling through a structured guidance program helps students find support among others and explore such areas as interpersonal communication, building friendships, encouraging physical fitness and health maintenance, and developing a career plan. Support groups offer students a safe place to deal with issues or situations with others who share their concerns. Sample forms for scheduling, outlining, and evaluating sessions are included at the end of this section. As with individual counseling, evaluation and revision are necessary components of any comprehensive program. To evaluate sessions, use short surveys for students to answer at the end of sessions, use school data (attendance records, grades, number of office referrals), observe behavioral changes, and solicit parental feedback. Revise length or duration of sessions, number of students involved, or group composition based on your evaluation.
D-31

D-32

Sample Materials to Implement, Facilitate, and Evaluate Delivery of Counseling Services
D-33

Weekly Report of Counseling Services

Week of:

Name of School:

Name of Counselor:

Type of Service

Number

Comments

Individual Counseling

Small Groups Classroom Guidance Teacher Conferences Parent Conferences
Telephone Conferences
Drop-In Counseling S.S.T. Meeting Crises Referrals Made to Outside Agencies Conference with Administrator(s) Other: (Conferences attended/taught, seminars, other duties)

Only includes those conferences scheduled at school. Includes parents, teachers, other schools, etc.

D-34

Elementary School

To: From: Subject:

Classroom Teachers Elementary Counselors Referral Services

Your use and support of guidance services with your students can increase the learning potential in your classroom. The teacher is the key person in the recognition of needs for each child. Only through a combined team effort can the school's teaching goals be pursued.

The follow should be considered emergency referrals and referred immediately: Suspected evidence of child abuse, physical or mental. A child who cries or gets sick daily. A child who becomes unable to function in a normal way. Any behavior change in a child that is sudden or unusual. A child undergoing a traumatic family experience. Indications of mounting hostility between a child and a teacher or his or her peer group.

Teachers may refer: Any child who requests to see the counselor. Students who need individual help beyond the time permitted in the classroom. Students with learning difficulties. Academically talented students. Students having difficulty with special relationships. Students demonstrating observable changes in behavior that cannot be accounted for by the teacher. Children whose parents request counseling. Children who are antisocial. Children who are constantly late to school or with their work. Children with frequent complaints of hurts or aches. Children who are fearful or nervous. Children who seem to seek only negative attention. Children unable to follow rules. The "class clown." Children who are often absent from school.

Referrals are advisable for the following: Children who have experienced a death in the family or of a close friend. Children experiencing a divorce or separation in the family. Students moving to a new community. Children entering a new or special learning class. Children who exhibit excessive aggressive behavior. Students needing precounseling before a parent-counselor conference. A group of children who are unable to resolve a conflict. Children living in a broken home. Children of migratory families.

D-35

Elementary School

Referral for Counseling/Evaluation

Date

From _________________________At _________________________________

Student ____________________ Grade _______

Room ______

Requested by ______________ Teacher ____ Parent ____ Self ____

Areas of Concern

Scholastic Ability ____ Work Habits ____ School Adjustment ____ Social Adjustment ____ Personal/Unknown ____

Action Requested

Evaluation/Data Gathering ____ Counseling ____ Group Discussion ____ Observation____ Consultation_____ Teacher____ Parent____

Level of Performance: Below Grade____ At Grade____ Above Grade____

Priority

Emergency ____ ASAP____ Before This Date __________

Have you discussed this with the parents? Yes____ No____

Comments: (include work samples, anecdotal reports, and/or any personal observation)

************

Received:

Initial Action:

D-36

Middle/High School
Appointment To See Counselor Name ____________________________________ Date ___________________ Grade __________ Homeroom Teacher _______________________ Schedule 1st period 2nd period 3rd period 4th period 5th period 6th period 7th period

Reason:

Academic Personal

Emergency Nonemergency

Other (Please circle one) (Please circle one)

D-37

Parent Letter: Elementary/Middle/High School
Dear Parents: The Counseling Department offers a variety of small group guidance and counseling programs for students. Each group program is voluntary and limited in the number of participants. The groups will typically meet once a week during the school day on a rotating schedule, so that students do not regularly miss the same subject. Since the number of sessions may range from six to twelve, no subject will be missed more than once or twice. Students are responsible for make-up work, and we expect them not only to maintain but also to improve their academic performance. Your child has expressed an interest in, and been interviewed for, the _____________ group. The attached sheet provides details about the specific group program in terms of goals and objectives, meeting schedule, group leader, and so forth. If you have any questions, please contact the counselor who will lead the group. Most groups have a waiting list, and students cannot participate without parental consent. If you would like for your child to have the opportunity to participate in this program, please sign and return the bottom portion of this form as soon as possible. Your comments and suggestions are always welcome as we plan our guidance and counseling program each year. Thank you for your continuing support.
Group Counseling Program Parental Consent Form I hereby grant permission for my son/daughter to participate in the _______________________ group program at our school.
Student __________________________ Date _____________________ Parent ___________________________ Phone ____________________
D-38

Elementary/Middle School Small Group Counseling Request

Class ____________________

Date ____________________

To: Classroom Teachers

From: Counselor

Please list any student you would like to have included in small group counseling. Self-referrals are welcome. Suggested topics are: shyness, poor self-image, communication problems, responsibility, ability to relate to others, and making friends.

Name

Teacher

Self

Referral Referral

Subject

Comments

D-39

High School
The M.A.L.E. Group: Counseling Teenage Fathers Attempts to address the problems of teenage pregnancy have focused almost exclusively on the female, often leaving her partner with the feeling of guilt, anxiety, confusion, and fear. As school counselors, we must overcome the prevalent myths about teenage fathers and assume a more equitable position in providing services for these students. Goals of the M.A.L.E. Program (Maximizing A Life Experience) are to help teenage fathers: Learn more about themselves and understand their feelings in relation to their present
situations. Understand their legal and emotional rights and responsibilities. Recognize that pregnancy cannot be dismissed as an accident. Obtain information about contraception. Identify and explore their present and future options. Learn to make sound decisions. Realize which community agencies and resources are available to them. This program stresses rights, responsibilities, and resources. The presenters will describe the development and implementation of the M.A.L.E. Program in a suburban public high school. An outline of the group sessions and a bibliography will be available.
D-40

Sample Group Counseling Plan
First Time Fighters, Session 1
Introduction
You are here because you were involved in a fight, and that is not an acceptable way of resolving conflicts while attending school. We will meet for two sessions, each one lasting for about 40 minutes. Topics we will talk about include: 1) why we have a rule against fighting; 2) some situations that often lead to fights; and 3) what we can do to resolve arguments without fighting and still feel good about ourselves. Later on we will role play some situations to give us some practice in working out problems.
Ground Rules
First of all, there are some ground rules we need to follow in our discussion, so everyone who cares to will be able to share his or her ideas. The rules are simple, really just good manners.
1. One person speaks at a time. 2. It's OK to disagree--even with me. 3. It's not OK to put someone down because he or she disagrees with your opinion. 4. Everyone's opinion is equally important.
Can we all agree to stick with these guidelines? Fine. One more thing: if I feel the discussion is getting off track, or we're not following our guidelines, I'll raise my hand like this. That means everyone stops and looks at me to see what comes next. I'll try to get back on track again.
Warm-Up
Let's begin with a warm-up activity to help us feel more comfortable with each other. I will begin by saying my name and something I like to do. The person next to me will repeat my name and what I enjoy doing. Then he or she will say his or her name and favorite activity. Let's give everyone a turn for this.
Discussion
Let's begin our discussion. Why does our school have a no-fighting rule? Do you feel this is a fair rule?
What would it be like here if there were no rule against fighting? How do your parents feel about your fighting? So we have a problem--parents want you to be able to take care of yourselves, and the principal says you can't fight. Sounds like we need to figure out some alternatives, at least for getting along in school.
D-41

People who study human behavior have interviewed many kids your age and have found that fights seem to fall into four categories. Listen to these and see if you have ever found yourself in one of these situations:
ATTENTION: Some kids need to be noticed a lot, and they will do things to get you to pay attention to them. If they annoy you long enough, it could lead to a fight. Examples: knocking books off your desk, sticking gum in your hair, hiding your things, etc.
POWER: Some kids like to be boss all the time. They insist you do things their way or they won't be your friends anymore. Sometimes they try to tell you who you can or cannot hang around with.
REVENGE: Some students fight to get even. The want revenge because they feel the other person did something to them first.
HELPLESSNESS: Some kids feel unable to look out for themselves. These folks get themselves into situations where they get picked on or bullied a lot. Often they will tease someone until a fight starts, and then they'll say, "My friend is going to get you for hurting me."
Do any of these situations seem familiar to you?
Now we're going to practice recognizing these four categories or goals of fighters. I'm going to repeat statements some fighters have made. Using these four cards as reminders, hold up the card that tells what one of the fighters was demonstrating. (Give a set of cards to each person.)
1. He pushed me, so I pushed him back! (revenge) 2. He keeps on bothering me. He's always hiding my books, or taking my pencils, or pulling
my hair. (attention) 3. She keeps telling me what to do, and if I don't do it, she spreads rumors about me.
(power) 4. They keep calling my friend bad names, and she's afraid of them; so I stuck up for her.
(helplessness)
Listen to the following situation and imagine yourself as the person who is about to get into a fight. Choose the goal from your cards that this situation demonstrates and decide what you could do to avoid a fight and still feel good about yourself.
Randy (use a group member's name) is about to walk into his math class. Before he can enter the room, two of his friends grab his books and run down the hall. He chases after them only to find they have thrown his books into the large trash can in the hallway. As Randy bends over the container to retrieve his books, his friends begin chanting, "Trash-picker, trash-picker." Other kids begin to laugh and join in. Randy leaves his books and stomps over to his friends.
What are Randy's feelings? What category would this fight be? How can Randy avoid a fight and still feel OK about himself?
D-42

(Emphasize: The more attention given to negative behavior, the more often it will occur; it takes more courage not to let others control what you do.) Here is another situation: Jennifer was in a bad mood when she came to school because her baby sister had torn up her homework. As she is gathering her books from her locker, a passing student trips and accidentally knocks her down. Jennifer jumps up ready to slap her classmate. What is Jennifer feeling? What would be the goal for a fight? (revenge) How could she help herself and avoid a fight? (Emphasize: Being aware of how our moods affect our behavior; when we feel angry, we often take it out on others not involved; imagine a STOP sign in our minds before we react impulsively.) Our time is running out. Before we end, let's look at this chart and remember some ideas we have discussed. Who would like to complete one of these sentence starters first?
D-43

Evaluation Sheet for Group Counseling

Please answer the following questions by placing a checkmark in the yes or no column.

Yes

No

1. Was the time spent in our group helpful?

2. Did you learn anything about yourself by being in this group?

3. Did you learn anything about being a good student?

4. Would you choose to be in another group? 5. Were you happy with the way the counselor led the group? 6. Did you ever talk to anyone outside of the group about the group? 7. Have you ever talked about our group with your parents?

8. Do you look forward to our meetings?

9. Has there been any change in your work since being in our group?

D-44

Elementary School Classroom Guidance
As part of the Guidance Program this year, I would like to conduct three 30-45 minute classroom guidance lessons in each homeroom class. I have planned to block the hours of 9-10:30 a.m. daily to be in the classrooms. Please indicate below the day and time that is best for you. If these times will not work into your schedule, please indicate the time and day that will.

____ Monday

____ 9-9:45

____ Tuesday

____ 9:45-10:30

____ Wednesday

____ Other ___________________

____ Thursday

____ Friday

_______________________________________ Teacher's Name Grade Taught

Should either of us ever have a time conflict, I will be glad to reschedule your class for another day and time.

A variety of topics can be presented in these sessions, and I will be happy to work with you in any area of special concern. If a particular need arises during the year, we can plan a special guidance lesson together pertaining to that need. If you have a topic you particularly want covered in your classroom, please indicate below. If you do not have a specific request, I will choose the lesson.

Topics I am interested in: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

I am really looking forward to being in your classroom and working with each of you again this year. If I can be of any help, please do not hesitate to call on me, and always feel free to offer your suggestions or ideas.

D-52

Elementary/Middle/High School Teacher Contact Form

Teacher's Name

Reason for Contact

Date

D-53

Elementary/Middle/High School Classroom Guidance

Teacher _______________________________ Year ____________

Grade ____________ Subject ____________

Content Area
SelfUnderstanding

Goal Objective Date Taught

Comments

Interpersonal Relations

Expressing Ideas

Gathering and Processing Information Rights and Responsibilities
Valuing and Decision Making
Achievement Motivation
Problem Solving

Career Development

D-54

Elementary/Middle/High School
How to Study
Do you want to get better marks in classes? Almost everyone is interested in keeping his or her grades high or in raising them. By following these general suggestions on how to study, you can become a better student.
1. Be sure that you know exactly what to do.
2. Write the assignment in a regular notebook that you keep for that purpose. Do not trust your memory.
3. Reduce to a minimum the distractions for study. Study in a quiet room.
4. Have a well-lighted desk cleared of all unnecessary objects and with the necessary study material at hand.
5. Have a planned program of work. Know that to do and how you are going to do it. Focus your attention on the completion of the assignment and work toward that goal.
6. Try not to have distractions. They make it more difficult to keep your mind on your work.
7. Avoid interruptions. They are a waste of time and energy. (Have your friends call before or after study hours.)
8. Form the habit of studying in one particular place.
9. Keep a daily study schedule. By studying at a regular time each day, you can develop good study habits.
10. Begin your study by working on something fairly easy, and then move on quickly to harder assignments.
11. Keep studying once you start by reminding yourself of what you will gain when you finish. It is all right to take a few minutes out to relieve fatigue, but long periods of rest result in wasted time.
12. Develop the right attitudes. They can help you. Try to find some reason for liking a subject that you are required to study.
13. Take a farsighted attitude toward learning. The shortsighted attitude that the only value in learning the subject is to pass the course will prevent your from obtaining much from your education for your later life.
D-55

Elementary/Middle/High School Evaluation of Classroom Group Guidance

Date ________________ Topic of Session: Summary of Session: Significant Interpersonal Reactions:

Class ______________________

Suggestions for Future Sessions:

Teacher and/or Counselor's Observation:

Teacher's Evaluation of Classroom Group Guidance

Date ________________________

Teacher ________________________

Topic(s) of Session:

Overall Evaluation: Excellent

Fair

Poor

Significant Interpersonal Reactions:

Comments:

Student's Evaluation of Classroom Group Guidance

Date __________________________

Teacher _________________________

Like It:

__ Very Much

__ OK

____ Not at All

Comments and Suggestions:

Please place in counselor's mailbox.

D-56

High School Guidance Bulletin: Taking the SAT
Admission tickets If your admission ticket doesn't arrive by Wednesday of the week that your are scheduled to take the SAT, call the College Board ATP at 609/771-7600. The hours to call are from 8:30 a.m. to 9:30 p.m. They will notify the center for which you registered to add your name to the list.
Missing the Test If for some reason you miss the test on Saturday, you will be able to get back a portion of the fee you paid if you request it. Sigh the back of your admission ticket and return it to the College Board ATP, CN 6200, Princeton, N.J. 0854171-6200, Attn. Candidate Refunds. You will be refunded $3.00.
School Code Be sure your high school code number appears on your registration ticket. Our code number is ________. If this number is not on your ticket, fill in the Correction Form that came with your admission ticket. Mail it immediately to the address listed on the top of the Correction Form.
Test Day Be at your center no later that 8:30 a.m. The test will end at approximately 12:30 p.m. Be sure to take your admission ticket, some identification such as a driver's license or a photo ID card, two #2 pencils, and an eraser. If you do not have an ID, a brief physical description of you on school stationary signed by you in the presence of your principal or counselor will do. You might want to take a sweater or jacket in case the room is cool.
Tips for Taking the SAT
1. Plan your time carefully. Spending too much time on the question can be a detrimental as a wrong answer.
2. Answer the questions you know first. Then if you have time, return to the unanswered questions.
3. There is only one right answer. If you identify it, don't waste time working through the other possibilities
4. Pay particular attention to words such as "but," "not," "however," and "therefore." They are often key words that signal major thoughts.
5. Memorize basic math formulas, such as Area = Length x Width for the area of a rectangle.
6. Don't panic when you find you can't answer a particular question. Even if you get only half the questions correct, you're still doing above average.
7. Get a good night's sleep before the test.
D-57

8. Bring a watch to the test. It is important to be aware of the time allotted for each section. When practicing the test, time yourself with the watch.
9. Be aware at all times of the number of the item on the answer sheet. 10. Remember that all test items have the same value. You receive the same number of points for
the easy answers as you do for the hard ones. Be sure and check your admission ticket for the test center you are to attend. You may not have received the test center you requested. Check with your counselors if you did not receive your requested center. Get Plenty of Sleep the Night Before the Test and GOOD LUCK.
D-58

High School Testing

October 4, 5, and 6

Graduation Assessment

All eleventh- and twelfth-graders who need to take the Graduation Assessment will be tested in the lunchroom.

ASVAB

All eleventh- and twelfth-graders who are not taking the Graduation Assessment will take the ASVAB.

Supervisors

October 4 and October 5 7-7:30 a.m.

Pick up ASVAB package in the library; teachers are to sign for tests.

After test

Take all ASVAB tests to the library and sign that tests were returned

ASVAB ASVAB will be given over the intercom. Armed Services men and women will help monitor the ASVAB. All test materials will be picked up in the library and signed for by each supervisor.

All test materials will be returned to the library and signed for by each supervisor.

D-59

Middle/High School Student Test Interpretation Worksheet

Name _____________________________________

Date ______________

1. What is your favorite (or best) subject? ___________________________________

2. What is your worst (or hardest) subject? __________________________________

3. Circle the words that best describe you as a student:

above average good worker enjoy school good listener help others

average try sometimes school's ok remember sometimes work alone

below average lazy hate school forgetful need special help

4. According to my _______ achievement test:

My highest score is _______________ in _______________________ subject

My lowest score is ______________ in ________________________ subject

My composite score is _______________

5. How do you feel about your test results?______________________________________

Why?

Do they accurately describe your classroom work?

In what way?

6. How can you improve your school work?

7. What do you enjoy outside of school?

8. What can you do especially well?

D-60

Elementary School Parent Invitation to Test Interpretation
Dear Parents, The results of the annual April test are available. They include State Minimum Performance Tests (Grades 3 and 6), Metropolitan Achievement Tests (Grades 1 to 6) and Metropolitan Readiness Test (kindergarten). The information from these tests is used by teachers and administrators to plan our educational programs. An explanation of the meaning and use of these tests will be given at the meeting listed below. You will receive a copy of your child's test results prior to the meeting. Conferences may be requested to further discuss individual students' results after you attend one of the general meetings. The meeting will be held on ___________________________ at ________________________. Please call if you have any questions. [Counselor's name and phone number]
D-61

D-62

High School Letter to Parents
Dear Parents,
Three new services to help students and school officials better understand and interpret scores on the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT) have been introduced by the College Board.
The three services are:
A Summary of Answers Report, which indicates how many students in each school, district, or state chose each answer to each question on the test, as compared to all students taking the test nationally.
State Summary Reports of Sophomores, which show career choices, intended college majors, ethnic background, and similar demographic data--identical to information currently provided for juniors.
A Counselor's Guide to Helping Students Learn from the PSAT/NMSQT, a new publication designed for counselors to help students more clearly grasp the general nature of the tests and the implications of their test results.
Students also receive, before taking the test, a Student Bulletin containing a complete test with an answer key and scoring instructions; a Report of Student Answers, in December, including the corrected answer and their own responses and scores; and a booklet, About Your PSAT/NMSQT Scores, that helps them to interpret their test results and plan for college.
The PSAT/NMSQT is cosponsored by the College Board and the National Merit Scholarship Corporation. Since 1959 more than 25.5 million students have taken the test, which measures verbal and mathematical abilities. It will be given on _______________________________.
By taking the test, students discover how they rank among juniors (or sophomores or seniors) across the country. It also provides a preview of the College Board's Scholastic Aptitude Test (SAT), which many seniors take when they apply for college. The PSAT/NMSQT is also the qualifying test for students wishing to participate in competitions of the National Merit Scholarship Corporation.
Counselors
SUPV ____________________________
_____________________________ has my permission to take the PSAT/NMQST on ______________________________.
Parent's Signature ______________________
D-63

Elementary/Middle/High School Letter to Parents for Career Development
Dear Parents, We are planning a series of career awareness and exploration sessions in your child's classroom. We are asking parents and others to share with us the kind of work you do by answering your child's career interview questions. It is important for students to understand the variety of jobs and occupations and to see the connection between school and work. Please take a few moments to help your child complete the survey. We would also welcome visits from parents or other special guests to talk to the class about work. If you can come and speak to our students or can suggest someone who can, please fill out the section below and have your child return it to his or her teacher. Counselor's/Teacher's Name: ___________________________ Parent's Name:_________________________ Student's Name:__________________________ Yes, I can come to your class on __________________ at ___________________. I cannot come, but I suggest that you contact _________________________ at _____________.
D-64

Elementary/Middle/High School Questions for Career Interview
1. What is your occupation? 2. What kind of training did you have for this occupation? 3. Did you have other jobs before this one?
How many? Why did you leave each job? 4. How do you feel about the work you do now? How does this job make you feel about yourself? 5. What are some of the special skills, talents, interests that you possess that help you to do this job well or that cause you to enjoy doing this job? 6. What kind of lifestyle does this occupation allow you to have? Are you happy with this lifestyle? 7. What are some of the positive and negative things about your job? 8. If you could do it all over again, what career would you choose?
D-65

Middle/High School Transitions

Memorandum

To:

Faculty

From:

Subject: Orientation Program

The needs assessment conducted last year with parents, faculty, and students identified the need for a more comprehensive orientation program for students. One of the most effective means to facilitate the transition of students is through the use of peer leaders. Using faculty recommendations, we have identified and trained the students listed below to lead small groups in orientation sessions. The meetings will be scheduled through the physical education classes and will require that peer leaders miss three class periods. When possible, we have scheduled them during an elective period; however, that was not always an option. Each peer leader has parental permission to participate in the program and is expected to make all class assignments. Please excuse them at the times listed below.

We are confident that the influence of these young people as positive role models will benefit not only the new students but also the total school program. Thank you for your support.

Wednesday, September_________

Period

Teacher

Peer Leaders

1

2 3 4 5

6

Wednesday, September_________

Period 1

Teacher

Peer Leaders

3 5

D-66

Middle/High School Orientation Groups
1st Session 1. Welcome and introduce yourself.
2. Do introductory activity. Have students pair up and tell their partners: A. Name or nickname. B. One thing they like about their school. C. One thing they would change about their school. D. One thing they are interested in (hobby).
3. Answer any questions.
4. Begin review of student handbook.
2nd Session 1. Do introductory activity. Go around the circle, letting everyone state his/her name and his/her
favorite TV show and favorite food. Leader goes first.
2. Answer any questions.
3. Complete review of student handbook.
4. Begin discussion of school rules and regulations. Stress importance of making good choices and recommend to whom they can talk for help in making decisions (parents, counselors, teachers, peer leaders, etc.).
3rd Session 1. Do introductory activity. Go around the circle letting everyone state his/her goal in life and
why he/she chose that goal. Leader goes first.
2. Answer any questions.
3. Complete discussion of school rules and regulations. Discuss ways to work to change rules if students do not think they are fair. Example: changing rule about wearing shorts.
4. Ask students to complete Student Evaluation Form and take the forms up.
5. Answer any final questions. Tell students that you will continue to be available to help them even though the orientation program is over. Let them know how to reach you.
D-67

D-68

Consult With School or System Staff, Parents, or Community
Staff consultation on student educational, social, and emotional progress is essential to the delivery of school guidance services. The counselor-as-consultant reinforces the idea that the counselor is available to other school personnel to provide specialized assistance in working with students. As a consultant, the counselor's basic goal is to create a facilitative climate for student development. In order to initiate necessary changes, the counselor must have knowledge of the school and system organizational structure, high visibility, and a good working relationship with other personnel.
While maintaining student confidentiality is of utmost importance, it is often necessary that members of the school staff be made aware of problems that might affect a student's classroom behavior or performance. By communicating with school or system staff, the counselor can help staff members understand how to help the student or improve the student's situation. Sample contact, conference, and referral forms are included at the end of this section. Some effective practices include the following:
Request that a teacher note certain behavioral characteristics that a target student displays over a period of time.
Inform teachers that a child is in special circumstances that may affect class performance. Participate in student support-team discussions that involve a student with whom the counselor
has worked.
The counselor should work with school staff to devise a strategy for improving the learning environment. Such a strategy should be specific to student needs at the particular school and arrived at through collaboration with staff, students, parents, and administration. It is also essential that counselors follow up referrals and consultative sessions so that other school staff feel that their concerns are being taken seriously. Follow-up further enables the counselor to determine which practices to continue, which to modify, and which to eliminate. Sample forms for follow-up activities are included at the end of this section.
Consultation with parents is a central guidance and counseling function that provides opportunities for parents and school staff to work together to prevent or improve problem situations. Parent consultation about issues, problems, and concerns involving students should be initiated as needed or requested. Background information can help the counselor get to the heart of the problem more rapidly and lets parents know the school is interested in their child's welfare. Parent contacts and consultations should be recorded and filed. Sample contact and referral forms are included at the end of this section.
Parent education, in the form of presentations, conferences, or discussion groups, focused on assisting parents to develop knowledge and skills needed to work with their children, is another avenue for the counselor to provide parents with educational information, management skills, and an opportunity to share views and concerns about their children. The counselor should be sensitive to a parent's right to information about a student and should understand the ethical and
D-69

legal responsibilities in sharing information with parents and others. Sample information forms and letters are included at the end of this section. Counselors, in the role of liaisons, should enlist the cooperation of the community in providing services and experiences for student development. Since many family and home situations are the result of community influence, community resources can often be used to resolve these situations. Community resources can be used as informational aids to provide data on needs of local business employment, careers, or work/study programs, or for individual interventions, community resources may provide help with mental health services, mentor programs, tutors, or family services. School-system policies and procedures must be followed in making referrals to community agencies, and referrals must be followed up. Sample contact and referral forms are included at the end of this section.
D-70

Sample Materials to Consult with School or System Staff, Parents, or Community
D-71

D-72

Elementary/Middle/High School Teacher Contact Form

Month____________________

Teacher' Name Date of Reason for Contact Contact

Follow-up Date

Comments

D-73

Elementary School Student Progress Report

To _____________________________

Subject ______________________

As a follow-up to our conference, please give a progress report on ______________________ by answering the following items below and sharing any additional comments and information.

________________________ Counselor

How well does this student:

1. Bring necessary materials to your class?

2. Listen to and follow directions?

3. Concentrate?

4. Use class time efficiently?

5. Participate in class activities?

6. Complete assignments?

7. Show evidence of studying outside of class?

8. Behave in class? What is this student's conduct grade? What is this student's grade or grades as of now? Comments:

D-74

Elementary/Middle/High School Preconsultation Form
Please give this office a report on __________________________________________________
about the following:
1. Attendance 2. Conduct 3. Attitude 4. Ability 5. Progress 6. Grades 7. Abnormal Behavior
Thank you, _______________________

Teacher

Period Subject

Comments

D-75

Middle/High School Postconsultation Form
Teachers: Please report below regarding the academic progress, conduct, and attendance for ________________________________ during the period that he/she has been enrolled in your class. Date _______________________ Use back of page if additional space is needed. Please initial your comment(s). Period Subject Grade Point Teacher Comment Teacher's Signature
D-76

Elementary/Middle/High School Student Performance Report

Counselor: _________________________ Requested by: ________________________

Date of Request: _____________

Date Due:

_____________

Date Returned: _____________

Circle the appropriate numbers in each area. More than one number may be circled in each area.

Student: ____________________ Teacher: ____________________ Subject: __________

Energy Overactive Enthusiastic Normal

Reaction to Rules/Authority Accepts Varies Resists

How Peers React to Student Well Accept Reject

Comprehension Very good Average Slow

Response to Constructive Criticism Accepts Rejects
Classroom Behavior Very good Normal give and take Immature Belligerent

Assignments Up to date? Incomplete? How many?

Absences

(List dates for this quarter)

Excused Unexcused Tardy

____ ____

____

Attention Span Long Average Short

Grades

Homework Quizzes/ Lab

Tests

____

____ ____

Class Participation Dominant Enthusiastic Adequate Passive

Independence Works well independently Relies on others Never seeks help

If you feel that additional comments are needed, please use other side.

D-77

Elementary/Middle/High School Teacher/Parent Conference Form

Student:

Grade:

Conference requested by:

Date:

Present: Parents ___ Guardian ___ Teacher ___ Remedial Teacher ___

Principal ___ Counselor ___ Others _____________________

Rapport:

Conclusions:

Commitments:

Grade Date Conference requested by: Present: Parents ___ Guardian ___ Teacher ___ Remedial Teacher ___ Principal ___ Counselor ___ Others _____________________ Rapport:
Subject:
Conclusions:

D-78

Elementary/Middle/High School Parent Contact Form

Month _________________

Teacher's Name Date of Reason for Contact Contact

Follow-up Comments Date

D-79

Elementary School Parent-Teacher Conference Letter
Dear Parent, Thank you for helping to make our Parent-Teacher Conference Day successful. We are happy to be able to talk with you. We feel your child is special to the teacher and the rest of the staff. We realize that each child comes to us with unique needs and talents. You are an important influence in you child's life. In fact, we cannot do our job of education without your help and understanding. The teacher has been requested to be as honest as possible when discussing your child's strengths and needs. Please understand, the teacher is on your side. The recommendations that the teacher offers are meant to help you, your child, and the teacher. We like to feel that we can join sides as members of a team. We, your child's school counselors, are available to help you in any way we can. If you are dissatisfied with your child's progress or if you have questions, we will be glad to talk with you. No concern is too small; no question should go unanswered. The school-wide achievement testing, which is part of the statewide testing program, will be conducted the third week of April for grades K through 6. You will be notified of the results. [Name] [Phone]
D-80

Middle/High School Parent's Letter
Dear Parents, In conference with parents we frequently hear, "There is no homework." The point needs to be made that just because no specific homework has been assigned, there is still homework: it is called study time. We strongly recommend that all students spend a minimum of one half hour of homework/study time (five days a week) on each academic subject pursued. If your son or daughter has no studying to do, in order to complete this 2 and 1/2 hour time frame, he or she should read a good book. With school and parents working together, we need to stress to our young people that study, in contrast to specified homework, includes but is not limited to: 1. Rewriting classroom lecture notes or lab reports. 2. Checking lecture notes while they are still fresh in the student's mind. In terms of
understanding material, one hour spent as soon after a lecture as possible is worth several hours a few days later. 3. Outlining an English or science chapter to use to review for a quiz or chapter test. 4. Rethinking items such as foreign language vocabulary works by making up English sentences and transcribing them into the foreign language. 5. Reviewing problems such as theorems in geometry so one knows them verbatim and can apply them to problems not previously assigned. 6. Getting a good night's sleep before a test--no cramming! Research indicates that sleep aids in "sealing in" information. 7. If there isn't any studying to do--READ!
D-81

8. Elementary/Middle/High School Social Work Referral Form

Date _______________

For Office Use Only Referral No. ______ Date Received _____

Student Name _________________________________ Parent/Guardian Name ___________________________________

School __________________________ Teacher _____________________ Home Room ________________________

Date of Birth _______________________

Age _______

Grade ______

Home Address __________________________________________________________________________________________

Telephone ____________________________________________________________________________________________

Home

Mother-Work

Father-Work

Emergency Phone No. _____________________ Name ____________________ Relationship ___________________

Special Services MIMH _________________ BD ____________ SLD _______________ Others ____________

Areas of Concern

Attendance Economic Health

Academic Personality/Behavior Family

Out of Area Dropout Other

Attendance by Month

Number of Absences

Sept. Oct. Nov. Dec. Jan.

Excused

Unexcused

Tardy

Excused Feb. Mar. Apr. May June

Unexcused

Tardy

Action Before Referral to Social Worker: Dates of action
Phone Calls ________________________ Letter Mailed_______________________ Letter sent home by student ____________________ Conference with parent/guardian _______________________ Unable to contact parent by phone _____________________ Reason _______________________________________ __________________________________________________________________________________________________
Reason for Referral: (State anticipated result of social-work intervention.)

Comments:
____________________________________________ Person Making Referral

_______________________________________________ Principal, Asst. Principal, Counselor

D-82

Elementary/Middle/High School Agency Contact Form

Month _________________

Agency

Date of Name of Contact Person
Contacted

Reason for Contact or Follow-Up Action Taken

Person Referred

Date

D-83

Elementary/Middle/High School Community Resource Survey
Name of Source: ___________________________ Type of Agency: _____________________ Name and Title of Contact Person: _________________________________________________ Telephone Number: _______________________ 1. Material resource (textural materials, kits, audiovisual material). 2. Human resources (persons to visit the school and describe the products and jobs related to
their firms or agencies). 3. Organizational resources (visitations and field trips, cooperative programs placement, work
study, or specific training programs). 4. Facilitative Resources
Equipment: Any equipment such as copying equipment, transportation, chairs, tables, office equipment, or office supplies (paper, pencils, dittos) that you might consider donating or lending to the career guidance program. Space: Give address of any space that might be available for use by the career guidance program. Indicate size of rooms. List any recreational facilities that might be used; indicate whether indoor or outdoor facilities are available. Financial: Any scholarship programs, foundations, grants, or cash awards that might be available to the career guidance program for purposes of enrichment of the program and students within the program.
Complete the accompanying survey sheets (one for each resource that would be available to the school's career guidance program). Be sure to list all persons who would be contacted to obtain the resource.
D-84

Elementary/Middle/High School Community Resource Survey, cont.
Materials Resource Survey Sheet Name of source Name or title of contact person Address
Phone Title of Resource Description

Grade levels
Equipment or space required
When available Group size Instructions for obtaining resource Cost

Time limits

D-85

D-86

Section E: Evaluate Career Guidance Program Components
E-1

E-2

Evaluation

Evaluation serves the purpose of accountability in career-guidance program planning. Program evaluation must be performed by counselors according to local school needs and should include input from teachers, supervisors, students, and parents. The overall aim of the guidance and counseling program is to serve student needs through a team involving teachers, administrators, counselors, parents, and students.
There are four steps to help assess the program:
Identify guidance activities and results. Gather perceptions about the program. Identify staff time and activities. Identify resources available in the school and community.

Step 1: Identify Career Guidance Activities and Results

The counselor's first task is to identify by grade level the career guidance activities each advisory team member undertakes. This step can be accomplished by devising a form, distributing it to the staff, and asking them to list guidance activities in which they participate. To help team members complete their lists, the form should include examples in each grade level or subject area of sample guidance activities. Once the forms are completed and collected, assess the number and types of activities and the level of involvement of the team members. Information from these forms reveals what the guidance program is accomplishing and suggests where revisions or new activities may be needed.

The next task is to identify the desired results for each of the activities. Take one activity at a time and ask: Why do we do this? How are students different as a result of these activities? What do students know or what can students do that they could not do before? For example:

Activity

Result

Assist students in planning schedules.

Students can select classes consistent with abilities and interests.

If this is the desired result, the next question is, How do we know that all students for whom the activity was conducted met with the desired result? The next task is to identify which students attained which results. Indicate the number and percent of students achieving this result and how it was determined that the result has been achieved. Follow this technique with each activity (or activity grouping), along with the desired result and the impact on students.

E-3

For example:

Activity

Result

Impact

Assist students in planning schedule.

Students can select classes consistent with abilities and interests.

Only 12 percent of students change classes.
Follow-up study of graduates found that 68 percent reported curriculum satisfaction.

Another part of current program assessment is gathering information about the current status of students. The first step is to identify student performance data sources. Possible sources may include standardized and objective-referenced tests, teacher-made tests, attitude surveys, workforce/occupational studies or surveys, special reports and studies, drop-out studies, and documents produced by agencies other than the school district. Possible locations for such data could be the school counselor's office, student services office, school district testing office, principal's office, and outside agencies such as local law enforcement offices, local/state health departments, local offices dealing with family services and youth services, selective service system offices, and local/state vocational rehabilitation offices.

The data should be cataloged according to the desired result for which it was compiled and readied for the summary report. To compile a summary report on guidance activities and results, include the following information:

1. A list of current guidance activities and the advisory team members who carry out these activities.
2. The procedures used to collect and compile the guidance activities list. 3. A list of the students included in the assessment. 4. The data cataloged according to the desired result. 5. All check list, data analysis, summary, and reporting formats and instruments. 6. Procedures used to compile data. 7. Results and conclusions of the assessment.

Yet another method for assessment is the student portfolio. A portfolio is a collection of pieces of evidence that demonstrates each student's skills and abilities. Portfolios help prepare students for the world of work in three ways. First, they give students an opportunity to master important skills. Second, by completing the requirements, students can showcase their best works to potential employers. Third, by taking responsibility for putting together this collection, students plan and document their accomplishments as well as identify areas for further improvement.

Development of the portfolio is usually begun in the middle school years; in high school, the portfolio becomes a working document that highlights the skills each student has mastered to further his or her individual career plan. The completed portfolio contains five sections:

E-4

Presenting Your Portfolio: A table of contents and a letter of introduction presenting the student's work to any outside reviewer.
Career Development Package: An application for employment or for college, a letter of recommendation, and a resume, preparing students for job searching, advanced training, or college.
Work Samples: Four examples and descriptions of work demonstrating mastery of important career-technical skills.
Writing Sample: A sample of writing, demonstrating investigative, analytical, and writing abilities.
Supervised Practical Experience Evaluation (i.e., co-op, internship, or apprenticeship): Documentation of a student's practical or work experience, demonstrating workplace readiness.
Workplace readiness skills can be divided into six areas: (1) Personal Skills; (2) Interpersonal Skills; (3) Thinking and Problem-Solving Skills; (4) Communication Skills; (5) Occupational Safety; and (6) Technology Literacy. The components to be evaluated under each of the areas are as follows:
Personal Skills Appearance: Student is neat, clean, and dressed appropriately for the job or work. Attitude: Student exhibits a positive attitude, self-confidence, self-motivation, and a sense of pride in work assignments. Responsibility: Student is dependable, arrives on time, works diligently on assignments, and accepts responsibility for his or her actions. Time Management: Student manages time and balances priorities in completing assignments. Continued Learning: Student demonstrates an ability to continue learning beyond current needs on his or her own initiative. Ethical Behavior: Student demonstrates honesty, loyalty, and integrity.
Interpersonal Skills Cooperation: Student works cooperatively as a team member in group settings. Interactions: Student interacts well with members of both genders, all ages, cultural backgrounds, and those with special needs. Shared Responsibility: Student coordinates tasks with team members and shares responsibility for group work. Leadership: Student demonstrates leadership skills, when appropriate. Conflict Resolution: Student demonstrates skill at resolving conflicts by negotiating solutions.
Thinking and Problem-Solving Skills Creative Thinking: Student generates new ideas or innovative ways of doing things. Critical Problem Solving: Student identifies problems, evaluates information, and develops reasonable solutions. Information Gathering: Student locates and organizes information from relevant sources. Mathematical Reasoning: Student applies mathematical concepts appropriately to estimate, measure, and calculate.
E-5

Communication Skills Speaking: Student speaks clearly, gives directions, and relays information. Listening: Student listens carefully and asks for clarification when necessary. Following Directions: Student follows directions given in a variety of formats (e.g., oral, written). Writing: Student writes clearly and accurately. Telephone Skills: Student answers calls politely and appropriately, records information accurately, and delivers messages in a timely manner.
Occupational Safety Application: Student understands the reasons for and follows specific safety rules and regulations. Materials and Equipment: Student operates equipment safely and handles hazardous materials in compliance with applicable local, state, and other regulations.
Technology Literacy Application: Student understands and uses technology for the field.
The student portfolio is a valuable assessment tool for the counselor and for the student.
Step 2: Gather Perceptions About the Program
Your current guidance plan was developed cooperatively through input from students, school staff, parents, and members of the community to help identify goals, objectives, and activities to address student needs. This phase of the assessment focuses on what individuals from these groups think about the current program activities. The most direct way is to ask group members what they think by using a questionnaire. Questionnaires should be developed with clear instructions for each group; questions should be specific to your program activities. Information from this phase of the assessment can help you gauge how the program is perceived by various groups and help you plan for improvement.
When compiling a summary report on guidance program perceptions, consider reporting the result from each audience separately. That is, report student perceptions separately, report staff perceptions separately, etc.
Step 3: Identify Staff Time and Activities
Your greatest asset to complete this step of the assessment is the accuracy and detail of your activity logs. Activity logs should include the task (orienting new student, meeting with fourthgrade class), how long it took, and who was involved. Choose a format that is simple for you to follow and to fill out for each activity. The chart on the next page is an example of a simple format to follow.
E-6

Date

Time

Activity

Purpose

10/18/95

1-1:30 p.m.

Visit with parent.

Discuss work plans of child.

1:30-1:45 p.m.

Visit with new student.

Get-acquainted session.

1:45-2:30 p.m.

Meet with ninthgrade social studies class.

Decision-making exercise.

Review the activities in the log to determine which tasks take the majority of your time. You can formally assess the data by choosing a typical week and reviewing the activities and the purpose of each activity. Categorize the activities and purposes by commonality--individual counseling, parent conferences, test analysis, group counseling, etc.--and determine where you spend most of your time. Are these activities and time spent in line with your objectives and goals for the program? Are there some activities that take more of your time but result in smaller overall impact? After such an assessment, you can establish priorities and schedule activities that will further the goals of your guidance program.

To compile a summary report on staff time and activities, include the following information:

A list of teachers and staff included in the assessment. A list of guidance activities in which teachers and staff participated. Purpose of the activities and the target audience for each activity or activity group. Dates and times for activities.

Step 4: Identify Resources Available in the School and Community

The final task in the evaluation is to identify human, financial, and technical resources. An assessment of the advisory team can be obtained by answering the following questions:

Who has shown an ability to conduct open discussions with students on emotions and feelings? Who seems to have unique abilities to develop effective relationships with students? Who has shown interest in assisting students in the area of career development? Who spends time in the daily curriculum developing communication skills? Who is particularly adept at working with parents?

Your staff time and activities report will also help with this part of the assessment, since you have already gathered information on who is participating in which guidance activities.

The community is also a valuable resource. One way to begin an inventory of the community is to make initial contacts by phone and follow up with letters. The letter should describe your

E-7

guidance program, explain what the role of community members could be, and ask for their participation in the program. Include forms for community members to fill out and return. Remember that students, particularly in high school, are also resources. They contribute to the guidance function through work as aides, as student mentors, and as a source for information on work experience and internships. The final report should compile all staff, students, and community members who serve as resources for the counselor. The place to begin assessing financial resources is the current budget of the guidance program. Even if there is no official budget, some funds are spent for guidance activities, so begin there. Include such items as salaries, supplies (paper, pencils), materials (books, videotapes), standardized tests, and services, such as test scoring. Include all expenses for guidance activities. Technical resources include standardized tests, questionnaires and interest inventories, and multimedia resources (CDs, tapes, videos, computers, and computer software). Once these resources have been inventoried, they can be cataloged in the way that will be most useful to the advisory team. Include descriptions of the materials--content, grade level, and what career or educational components they address.
E-8

Section F: Technology/Career Education Information and Programs
F-1

F-2

The Role of the Career Provider in the School
Whether the career provider is a guidance counselor, a Career Center Coordinator, or a Career Connection teacher, the primary role of this individual is to inform students of the need for educational and career planning and to equip them to navigate through this process. Therefore, career providers need to begin tying education to careers as early as possible but no later than middle school. Since career planning is a developmental process involving career awareness, career exploration, and educational decision making, career providers are paramount in weaving career planning and guidance throughout the curriculum, especially the Technology/Career Education curriculum.
Because career providers cannot single-handedly provide all the career planning and career guidance activities needed by every student, it is imperative that career providers educate and enlighten teachers, parents/guardians, and the community about the importance of these activities and solicit their assistance. As a result, teachers should be able to relate their curriculu to careers in the field and provide relevant career exploration opportunities. While the career provider will never have the opportunity to work in depth with every student, the classroom teacher can provide career awareness and exploration opportunities in a particular discipline to a whole group of students. Parents/guardians are not only a major influence in their children's lives; they are also the "gatekeepers." If students are going to successfully move through their career-planning process, they must have the support of their parents/guardians. A parent program, explaining the importance of the career-planning process and how they can help their children by working with the career providers and other educators in the school, is imperative. The community can be an extremely valuable resource by providing validation to the career-planning process (offering speakers, business/industry tours, employment/salary information, etc.) and by offering hands-on experiences (shadowing opportunities, internship experiences, summer employment, etc.).
If career providers set up this system whereby teachers, parents, and the community are working together to promote career awareness and foster career development, then effective, long-term career planning can be successfully woven into the student's entire educational experience. Setting up this system is increasingly important since students must make a choice about the high school seal they will pursue at the beginning of the ninth grade. Students should be ready to select the college prep and/or technology/career prep program(s) based on the careers in which they are most interested, rather than on arbitrary choice.
In essence, career providers need time to meet and plan cooperatively with the teachers in their school and the sending school (if the students are middle-schoolers) in order to maximize their inschool efforts and involve parents and the community. Career planning is not a "one-shot" procedure whereby a career provider can sit down with the student and parent for 20 minutes during the advisement/registration process and expect the student to make informed decisions. Making informed decisions is the result of the student's evolution through the career-planning process as he/she matures.
F-3

WORK-BASED LEARNING PROGRAMS
Education through work-based learning programs, which contributes to both the intellectual and career development of high school students, is gaining acceptance by policymakers and educators as a means to improve the educational outcomes for many students. This increased acceptance of work-based learning programs coordinated by the local education institution has been brought about by changes in the United States and world economies, the American educational system, and the increased focus on the importance of preparing students for the world of work. The intent of preparing students for work is not to take away from academic excellence, but instead, to integrate academic and occupational curriculum to connect school and work. Students should be given every opportunity to receive academic and occupational preparation that equips them with the necessary skills for obtaining employment and/or entering postsecondary education.
As defined by the research and literature, a work-based learning program must include a school-based learning component (classroom instruction in both academic and occupational areas), a work-based learning component (structured work), and a connecting activity component (career development activities). A work-based learning program must include:
Work experience opportunities for students, either paid or nonpaid. Job training and work experiences coordinated with both academic and occupational learning
in school-based programs that are relevant to students' program of study choices and lead to the award of a secondary diploma and entrance criteria to a postsecondary institution. Workplace supervision. Instruction and activities in academic and occupational workplace competencies, including positive work attitudes, employability, and practical skills. Broad instruction, to the extent practicable, in all aspects of the industry (see Figure 1).
Work-based learning programs come in many forms, but have the common goal of providing students with experience in the world of work. The most common work-based learning programs available to facilitate the preparation of youth for transition to work include field trips, job shadowing, school-based enterprises, entrepreneurial ventures, internship or practicum, clinical experiences, cooperative education, and youth apprenticeship. These work-based learning programs offer students hands-on workplace experience in order to provide them with opportunities to learn work-related skills and abilities they could not otherwise acquire in a classroom. In addition, these programs may increase the students' prospects for future gainful employment and postsecondary education.
Each work-based learning program is a structured educational experience that integrates classroom learning (school-based) with productive, structured work experiences (work-based) which should be related to a student's career goal. Most work-based learning models are dependent upon local business and industry to provide work experience (either paid or nonpaid)
F-4

for students and on the abilities and skills of a work-based learning coordinator who has the responsibility for managing the specific work-based learning program.
Figure 1. All Aspects of the Industry
There are many ways to incorporate all aspects of any industry within a career focus area. For example, in an automotive technology program, instead of only learning automotive repair skills, students can establish and run a repair shop. In doing so, they can study the history of transportation and the automotive industry, the relationship of the shop to other parts of the industry, the physics behind alternative engine designs, pollution and proper automotive waste disposal, the role of auto workers and their organizations, etc.
The Carl D. Perkins Vocational and Technical Education Act of 1998 emphasizes providing students with strong experiences in, and comprehensive understanding of, the industry that the student is preparing to enter. Specific areas that should be emphasized include:
Planning examined at both the industry level and at the firm level; various forms of ownership, including cooperatives and worker ownership; relationship of the industry to economic, political, and social context.
Management methods typically used to manage enterprises over time within the industry; methods for expanding and diversifying workers' tasks and broadening worker involvement in decisions.
Finance ongoing accounting and financial decisions; different methods for raising capital to start or expand enterprises.
Technical and production skills specific production techniques: alternative methods for organizing the production work, including methods that diversify and rotate workers' jobs.
Underlying principles of technology integrated study across the curriculum of the mathematical, scientific, social, and economic principles that underlie the technology.
Labor issues worker responsibilities and rights; labor unions and labor history; methods for
Community issues the impact of the enterprise and the industry on the community, and the community's impact on the involvement with the enterprise.
Health, safety, and environmental issues in relation to both the workers and the larger community.
A key element of all work-based learning programs is that they combine school and work during the same period of time. This may mean some hours of work each day, some days of work during the week, or some weeks of work during the year. Combining school and work serves two purposes. First, it helps young people learn skills and knowledge to qualify for a full-time job in the near future. Second, it gives them the experience of using work to foster their own learning and thus contributes to their capacity for change and continued growth in the long run.
F-5

Work-based learning programs should follow a progressive path that can begin early in the educational process and continue through secondary and postsecondary education (grade 16). This continuum of learning and achievement provides a broad range of work-based learning experiences that articulate into initial level job employment and/or postsecondary education. Figure 2 illustrates the continuum of work-based learning programs.
In the early grades, most work-based learning consists of field trips to workplaces. Employees of a participating business take classes of students on a tour of the business and then may meet with them on a regular basis during the school year to discuss characteristics of different jobs, work attitudes and habits, and the students' career interests.
At the middle school or early high school level, students may be given opportunities to participate in a job-shadowing program. Students will watch an employee of a participating business go about his/her work and then meet to discuss the job, the education it requires, and its rewards. Job shadowing is used primarily for motivational and career exploration purposes.
Students may also be given the opportunity at the middle school or early high school level to run a school-based enterprise that provides goods and services to other students, to the school district, or to the public. Elective courses or seminars should be used to prepare the students for the work assignments in the enterprise.
At the high school level and into postsecondary education, more intensive work-based learning experiences are offered. Students may participate in a variety of work-based learning programs that meet their specific needs and abilities. In an internship or practicum, students assume part-time or full-time work positions, usually for only a few weeks or months near the end of the formal schooling. In cooperative education programs, there is a paid work experience over the last year or two of high school that should be coordinated with a career focus area. Clinical experience programs are similar to cooperative education programs, except students are usually not paid and the experience is closely coordinated with academic and occupational courses. These experiences are strictly monitored to meet professional licensing requirements and are predominately in the health and medical field. Youth apprenticeship programs closely coordinate academic and occupational courses and paid work experiences over the last two years of high school and at least one year of postsecondary education or advanced training and are designed to prepare students for high-skill, high-wage occupations. (Note: Each of these work-based learning programs is detailed further in this section.)
Work-based learning programs continue through postsecondary education, where students may alternate going to school full time and going to the workplace full time, or they may use the parallel pattern common in secondary schools, going to the workplace several days a week. In some postsecondary education programs, participation in a work-based learning program extends the time that students need to graduate; in others it does not but may require enrollment during the summer.
F-6

F-7

WORK-BASED LEARNING PROGRAMS IN GEORGIA
Work-based learning programs vary in the ways they are structured and operated and in their intensity and duration. Following is a discussion of the most common work-based learning programs utilized in Georgia: field trips, job shadowing, school-based enterprises/schoolsponsored enterprises, entrepreneurial ventures, internship/practicum, clinical experiences, cooperative education, and youth apprenticeship. Figure 3 describes each work-based learning program, the formal linkage to postsecondary education, payment for work-based learning, grade levels served, school-based related learning, and expected credentials.
Field Trips
Specially planned field trips to businesses and industries provide opportunities for groups of students to explore different workplaces. When students are well prepared beforehand, they ask probing questions about workers' backgrounds and interests, in addition to questions about the product or service provided and the knowledge and skills required for doing the job. This learning experience provides students with knowledge that better prepares them to select secondary and postsecondary programs of study related to their career choice. Although field trips are generally an exploratory strategy, providing career awareness for students in their early years of education, business and industry tours can also be effective for all age groups.
Job Shadowing
Job shadowing is a continuation of career awareness and is typically included in career exploration activities in middle school or high school. Classroom exercises conducted prior to and following job shadowing help students connect their experience to their course work, career focus area, related academic and occupational skills, and future educational options. The student "shadows" an employee at a workplace for one or more days to learn about a particular occupation or industry. Job shadowing is intended to help students refine their career objectives, select a career focus area for the latter part of high school, and participate in a more advanced level of work-based learning.
School-Based Enterprises/School-Sponsored Enterprises
A school-based enterprise involves students producing goods and services as part of their educational program of study. School-based enterprises assist students in developing the competencies needed to own and manage enterprises. In some school-based enterprise experiences, the local school district owns the materials and other required inputs and the students maintain financial records to determine returns on investments. The students plan, implement, conduct, and evaluate the operation of the business, including the production and distribution of goods and/or services. These enterprises may range from building houses, running restaurants, or managing school stores to publishing periodicals and newspapers, conducting marketing research studies for local business and industry, or engaging in small-scale manufacturing.
F-8

F-9

F-10

Other school-based enterprises involve public and private partnerships. In such partnerships, the private business provides the equipment and materials necessary to establish and operate the business, while the local school district provides faculty and staff for instructional and supervision purposes.
A community development approach can be very effective in designing student-run enterprises. Students can assess and research their community's resources and develop an economically viable business. Students may manage this business to experience all aspects of the industry approach. Enterprises could include a childcare center or a housing rehabilitation business. Such activities can provide the same work preparation advantages as employer-based apprenticeships. In addition, a distinctive advantage of school-based enterprises and related programs is that it allows students to assume highly responsible roles that would not be accessible in the adult workplace.
Entrepreneurial Ventures
Entrepreneurship experiences assist students in developing the competencies needed to own and manage enterprises. Students plan, implement, operate, and assume the financial risk in a business that includes production and distribution of goods and/or services. Students must maintain complete and accurate records. An entrepreneurial experience provides students with the opportunity to develop the necessary skills and competencies to become established in their own business or to gain employment. Entrepreneurship experiences could include farms, businesses, homes, schools, or community facilities.
Internship/Practicum
An internship or practicum (educational institutions use the two terms synonymously since the two models are very similar in nature) tend to be a one-time, short-term placement that is directly related to a student's program of study. Internships/practicums may or may not provide integration of academic and professional occupational instruction. Internships and practicums typically begin after completion of school-based learning in a student's career focus area or a related academic area. These placements are usually for intense observation of how a job is performed in a specific career/employment area and are usually nonpaid; however, a student may be offered a small stipend from the participating business. During the internship/practicum, the student usually has minimal contact with the school-based instructor, receives all support and work-based learning experience at the job site, and is evaluated by the participating employer.
Compared to cooperative education programs, which provide ongoing school-based learning, internships, or practicums are specifically work-based and occur after a school-based learning component has been completed. Internships/practicums are similar to apprenticeshiptype training and advanced job shadowing in that students learn new aspects of a career or profession and observe and practice new skills. Internships/practicums, like job shadowing, provide exposure to broad career awareness and specific practice of employability skills. The
F-11

student acquires a general awareness of employment and not necessarily job-specific skills in the internship/practicum.
Characteristics of an internship or practicum include:
Allowing students to observe the world of work and to develop needed workplace skills. Targeting experiences to a student's program of study. Allowing students to learn work terminology, work environment, and business and industry
protocol. Applying school-based learning theories in the work setting. Acquiring firsthand professional experience. Developing positive work habits and abilities. Offering opportunities to test for potential aptitudes for a specific career area prior to
graduation.
A key component to the success of an internship or practicum as a work-based learning experience is the length and amount of time scheduled for the training. Students should participate in the experience for an extended length of time (e.g., a full semester or summer) and for at least two or more hours per day, with full days being the very best situation. Optimal outcome is a result of pairing students with supportive professionals who will allow the students to benefit from all aspects of participation in business and industry. School-based support could include seminars and classroom instruction for discussion of work-related issues and work on academic components of the internship/practicum. This can be facilitated through career counseling, which aids in the student's transition from the experience to work, further training, and/or postsecondary education.
Clinical Experiences
Clinical experiences are used primarily in the health and medical career areas; however, they can also be used for human resource and legal career areas. These areas of clinical experience include (but are not limited to) such career focus areas as allied health services, dental health, medical/physician professions, and veterinary medicine. Human service areas include childcare, counseling, food services, law, and social and family services.
To met the needs of students enrolled in academic and occupational courses that require clinical training, experiences in this setting incorporate school-based learning in a simulated laboratory for mastery of clinical skills necessary for each student's preferred clinical course of study. Clinical experiences are typically set in hospitals and medical treatment facilities under close supervision of an educational preceptor or instructor and are supported by the employees of each specific clinical setting. Clinical experiences are different from other structured work-based learning programs in that they require on-site supervision at all times by a certified teacher, school-based personnel with a medical or social work degree (e.g., R.N. or MSW), or a workbased instructor with these same qualifications.
F-12

Clinical experiences are correlated with academic and occupational curricula and provide students with an opportunity for "real-life skills practice" in situations with patients, clients, physicians, lawyers, social workers, and clinical specialists. These clinical practices are considered an extension of the curriculum and are usually nonpaid experiences for students in the program.
Learning in the clinical setting is guided by licensure requirements in the health and medical profession (e.g., nursing assistant to doctor) as well as the areas of social work and law practice (i.e., law boards and social work licensing). Many secondary courses in health occupations include clinical experiences at various stages of the curriculum and can possibly lead to certification as a nursing assistant.
Cooperative Education
Cooperative education programs are the most commonly available form of work-based learning in the public schools that is designed to assist students in making the transition to careers. Cooperative education programs feature agreements between schools and employers to provide on-the-job experiences that relate to a student's career focus. These experiences are based on objectives jointly developed by school personnel and an employer within the student's career area.
In a typical cooperative education program, employers provide paid part-time jobs in the student's career field. A teacher-coordinator of the cooperative education program arranges placements, develops a training plan with the employer specifying what the student is expected to learn on-the-job, and makes periodic supervision visits to the employer's business. The employer evaluates the student's job performance in consultation with the teacher-coordinator.
Cooperative education programs provide paid work experiences linked to the career/technology program the student is pursuing. Students work on the job part-time (usually in the afternoon) in a paid position and attend both academic and occupational-related courses during the remainder of the school day.
There are two types of cooperative education programs in the state of Georgia. In the first type, the educational institution has a separate program for each specific technology/career area: agricultural education, business education (referred to as CBE--Cooperative Business Education), family and consumer sciences education, marketing education, and trade and industrial education (referred to as DCT--Diversified Cooperative Education). A school may not offer a cooperative education program in each program area, but the programs that it does provide offer a specific occupational curriculum and instruction to students within that area. The second type is the combination or interrelated approach. In schools where student enrollment is limited or employment opportunities in the community are scarce, a single cooperative education program may exist. A single program provides work-based learning experiences for students in a variety of occupational areas. The curriculum is highly individualized for the student, depending upon his/her placement and career objective.
F-13

Cooperative education programs utilize a method of instruction that features agreements between schools and employers to provide on-the-job training related to a student's career focus area in school and based on predetermined and definable performance standards jointly developed by the school and the employer. Schools and participating businesses or organizations develop written education training and evaluation plans to guide and measure the progress and the success of the student. Academic credit is awarded for successfully completing the work experiences, although credit hours earned and levels of intensity vary, depending upon the program of study and educational institution. Emphasis is placed on coordination and integration between work sites and classroom learning. Aspects that should be considered when developing work-based learning experiences in a cooperative education program include:
Demonstrating relevancy of academic and technical skills needed on the job.
Providing students with access to skilled employees in order to gain on-the-job knowledge and technical skills.
Assuring that students are enrolled in a related vocational/technical course that correlates to the placement of the student at a work-based learning site.
Youth Apprenticeship
Youth apprenticeship is the newest form of work-based learning program. This program offers students both school-based and work-based experiences. The school-based is a highly structured curriculum integrating both academic and occupational experiences. The work-based portion provides a paid on-the-job training experience that is related to the curriculum and is highly intensive. The emphasis is on contextual, real-world learning through extensively structured work-place experience.
In comparing youth apprenticeship to other work-based learning programs such as cooperative education, major differences can be noted. The youth apprenticeship program is usually of a longer duration (two to four years in length) and necessitates additional curriculum modification, as it requires greater collaboration among educational institutions (secondary and postsecondary) and employers. Youth apprenticeship programs stress more formal linkages between academic and occupational disciplines and between the classroom and the workplace that should result in a student acquiring sophisticated technical skills.
Because of its high academic standards and high-skill career opportunities, effective youth apprenticeship programs require extensive coordination between employers, schools, labor, and government. As designated by Georgia legislation, defining characteristics of the youth apprenticeship program are:
Employers' active participation. Jobs, training, and mentoring opportunities are provided to participants. In addition, employers assist in developing curricula and setting industry standards.
F-14

Integration of work-based and school-based learning. Structured classroom instruction and workplace experiences are integrated so that one reinforces the other and allows for the acquisition of skills with increasing levels of difficulty and complexity.
Integration of academic and vocational learning. Cognitive and technical skill development, high academic standards, and infusion of each with aspects of the other that break down the traditional barriers between academic and vocational learning.
Secondary and postsecondary education linkages. Structured connections generally begin in the 11th or 12th grade and continue into one or two years of postsecondary education.
Recognition of occupational skill attainment. In addition to the high school diploma and the postsecondary certificate or degree, students receive an award of a broadly recognized qualification of occupational skill attainment within a technical area.
This combination of "real" work experience, the student-employer relationship, integration of education and work, and recognition of both educational and occupational accomplishments is designed to provide students with structured pathways from secondary education to postsecondary education which results in full-time employment in a highly skilled occupational area.
BENEFITS OF WORK-BASED LEARNING PROGRAMS
Effective work-based learning programs provide a wide range of specific benefits to students, employers, educational institutions, and the community. A work-based learning program can benefit participating students by:
Providing opportunities to apply academic proficiencies. Establishing a clear connection between education and work. Increasing motivation and retention by showing the relevance of academic and occupational
instruction. Providing opportunities to explore possible careers. Enhancing skill development. Improving postgraduation job prospects. Developing workplace responsibility. Providing opportunities for leadership development. Providing opportunities to develop relationships with adults outside of education. Establishing professional contacts for future employment. Establishing positive work habits and attitudes. Encouraging completion of secondary education and enrollment in postsecondary education. Helping develop an understanding of the workplace.
A work-based learning program can benefit participating employers by:
Providing an opportunity to prepare future employees. Offering a source of skilled and motivated future employees.
F-15

Reducing the costs of recruitment and training. Improving employee retention. Offering opportunities to provide community services. Encouraging involvement in the curriculum development process. Increasing employer visibility in education. Providing an opportunity to communicate required job-specific proficiencies to educational
personnel.
Work-based learning programs can benefit local educational institutions by:
Expanding curriculum and learning facilities. Providing access to the latest equipment and technology. Enhancing education's ability to meet the needs of diverse student populations. Providing opportunities for individualized instruction. Making education more relevant and valuable to students. Increasing student retention. Augmenting interaction between education and the business community. Promoting faculty interaction with the business community. Keeping academic and occupational curricula up-to-date through communication with
business and industry. Facilitating communication regarding actual academic and occupational proficiencies required
by business and industry.
Successfully implemented work-based learning programs can benefit the local community by:
Providing an informed, competent, and productive future workforce. Ensuring cooperation and understanding between education, business/industry, and the
community. Enhancing awareness of local employment opportunities. Building the foundation for a more productive local economy.
KEY COMPONENTS AND RESPONSIBILITIES FOR A WORK-BASED LEARNING PROGRAM
Several essential key components must be in place for work-based learning to be successful. It is the responsibility of the work-based learning coordinator and the administration and faculty in an educational institution to make sure that these components are in place for students, no matter which work-based learning model on the continuum is used. Each of these components will vary according to the selected work-based learning model. Job shadowing, for instance, would not require as in-depth an educational training agreement or training plan as a youth apprenticeship program, but appropriate documentation would be needed for the job shadowing experience to be of educational value. Definitions of key components are provided in Figure 4.
F-16

Figure 4. Definitions of Key Components
Work-Based Learning Coordinator. The individual employed by the local education agency to implement all aspects of a specified work-based learning program.
Work-Based Learning Site. The place of "employment" (either paid or nonpaid) of a student participating in a work-based learning experience.
Work-Site Supervisor. An experienced employee at the work-based learning site who provides guidance and encouragement to the student as well as being involved in teaching work skills and job responsibilities as indicated on the educational training plan.
Educational Training Agreement. An agreement or memorandum that defines the training and personal responsibilities to which the employer, the educational institution, the student and the parent(s) or guardian(s) have committed themselves.
Educational Training Plan. The educational training plan outlines the skills or experiences the student will receive at the work-based learning site under the guidance of the work-site supervisor, correlated to the student's program of study.
Assessment and Evaluation. Ratings and written evaluations of a student's performance at the work-based learning site by the work-site supervisor that are used to measure a student's progress in mastering occupational skills, work attitudes and conduct, and personal traits and attributes.
For a work-based learning program to be effective, responsibilities for different aspects of the program must be assumed by all parties involved with the program. The educational institution's responsibility to work-based learning programs is to:
Support the work-based learning program(s) and advisory committee(s). Provide a written plan for implementation of work-based learning program(s). Provide students enrolled in technology/career and academic programs the opportunity to
participate in work-based learning experiences. Maintain specific records as required by local, state, and federal regulations. Disseminate copies of materials related to work-based learning program(s) to principals,
faculty, students, parents/guardians, and employers. Provide scheduling flexibility, whenever possible, to assist in promoting work-based learning
program(s) and recruiting students. Ensure that the health, safety, and working conditions of the students enrolled in work-based
learning programs are satisfactory. Verify proper insurance coverage. Assist in identifying potential work-based learning sites. Provide sufficient time for work-based learning personnel to coordinate on-the-job work
experience. Provide adequate resources for faculty and work-based learning personnel to cover expenses
associated with work-based learning programs.
F-17

The local education administrator's responsibility to work-based learning programs in his/her school is to:
Review the standards and indicators for work-based learning programs in order to implement, administer, and monitor the programs.
Recognize work-based learning programs as an extension of the school's curriculum. Support the activities involved with the operation of work-based learning programs. Adhere to federal, state, and local regulations in regard to student employment. Monitor the coordination activities of work-based learning coordinator personnel. Monitor record-keeping forms for the work-based learning programs.
The work-based learning coordinator's responsibilities are to:
Plan and coordinate the work-based learning program with the individual teachers and students.
Locate, analyze, and evaluate the suitability of work-based learning sites. Explain the work-based learning program continuum to prospective employers. Review student applications for the work-based learning program. Interview students and notify students of acceptance into the work-based learning program. Verify that students are prepared for job interviews and capable of completing job application
forms. Process student agreement and parental permission forms. Prepare the educational training agreement and secure proper signatures. Assist in the development of the educational training plan. Maintain student and coordination records and submit all required reports. Keep local administrators abreast of the work-based learning program's operation. Ensure that each student in the work-based learning program has a meaningful on-the-job
experience. Monitor the work-based learning program for compliance with state and federal regulations
and inform the employers of these regulations regarding training, child labor, safety, etc. Make regularly scheduled coordination visits to the work-based learning site to consult with
the work-site supervisor and to render any needed assistance with training or education problems and/or concerns of the student. Complete evaluation forms with the work-site supervisor each grading period and conduct follow-up session with the student. Verify that eligible students receive the unit(s) of credit. Assist graduates in securing full-time employment and/or further education and follow up program completers. Serve as a public relations person for the work-based learning program and publicize, whenever possible, the program to all audiences. Maintain required program documentation.
The academic and vocational instructors' responsibilities to work-based learning programs are:
F-18

Recommend qualified students who meet criteria for the work-based learning programs. Assist the work-based learning coordinator in locating potential work-based learning sites. Assist in coordinating the learning activities on the job with those in the educational program
through both academic and career/technology classes. Meet with the individual students and work-based learning personnel when necessary to
discuss academic and occupational competencies required for successful completion of the work-based learning program.
The guidance counselors' responsibilities to work-based learning programs are to:
Assist with the recruitment of students for work-based learning programs. Advise work-based learning personnel about prospective students who could benefit from
participation in the program. Assist in scheduling. Provide career and educational planning assistance to students.
The student's responsibilities in a work-based learning program are to:
Meet the criteria for job placement. Maintain regular attendance, both in school and on the job. Exhibit honesty, punctuality, courtesy, a cooperative attitude, proper health and grooming
habits, appropriate attire, and a willingness to learn. Conform to all rules and regulations of the employer. Complete all of the necessary forms and reports required in the program. Provide transportation to and from the work-based learning site. Provide proof of accident insurance coverage. Remain in the work-based learning position unless there is prior knowledge and consent by
the work-based learning coordinator. Maintain educational attainment in the academic and career/technology classes. Consult the work-site supervisor and work-based learning coordinator about any difficulties at
the work-based learning site. Exhibit proper conduct in school as well as on the job.
The parent's/guardian's responsibilities to the work-based learning program are to:
Be involved in their child's participation in the work-based learning program. Share responsibility for the student's conduct on the job and while in the work-based learning
program. Sign the educational training agreement and parental permission form. Provide transportation for the student to and from the work-based learning site. Provide documentation of responsibility for accident insurance coverage and automobile
insurance coverage.
F-19

Encourage the student to perform both classroom and work-based learning responsibilities in an efficient and effective manner.
Contact the work-based learning coordinator about concerns and inquiries rather than the work-based learning site.
The employer's responsibilities to the work-based learning program are to:
Follow all federal, state, and local regulations regarding the employment of students. Follow the guidelines established by the work-based learning coordinator and educational
institution. Provide workers' compensation insurance for students as required by law. Provide each student employed with a work-site supervisor. Complete an educational training agreement and educational training plan. Assist in the evaluation of the student each grading period. Treat the student as a regular employee. Avoid displacing other workers who perform similar work. Provide safety instruction. Endeavor to employ the student for the entire agreed-upon training period. Avoid exploitation of the student for private gain.
Summary: To assist in the development and implementation of work-based learning programs in the state, a task force composed of business and industry representatives, work-based learning personnel, and administrators identified standards and indicators for work-based learning programs in the state. These standards and indicators are described in Section II of this guide. Standards and indicators identified include:
Philosophy Standards with ten category-specific indicators. Advisory Committee Standard with four category-specific indicators. Classroom Learning Standard with four category-specific standards. Work-based Learning Standard Statement with twelve category-specific indicators. Articulation Standard Statement with one category-specific indicator. Marketing and Promotion Standard with two category-specific indicators. Evaluation Standard with two category-specific indicators.
F-20

Portfolios
As educational reform and restructuring have evolved, the portfolio concept has emerged as a cornerstone of that movement. Although portfolios have been used for years in the arts and business, schools are now using this concept to help students explore the developmental aspects of their learning and growth. This concept has great potential for showcasing the major results of a developmental school counseling program and integrating career development, an important dimension of human development, as a lifelong learning process.
A growing number of programs that integrate academic and vocational content, link school-based and work-based learning, and organize curriculum around projects are finding it necessary to augment or replace paper-and-pencil tests with authentic methods of assessment. The emphasis of authentic assessment is not only on what knowledge the student has gained but also on how he or she gains and demonstrates that knowledge. Some of the authentic techniques used in schoolto-work programs include:
Performance-Based Assessment
Performance-based assessment is designed to capture not only what the student knows but also how well he or she is able to apply that knowledge in the real world. For example, while a written driving test assesses one's knowledge of the rules of the road, the actual driving test reveals real driving skills. Performance-based assessment allows students to demonstrate knowledge and skill. From mastering the lathe to composing a poem, students are asked to perform what they know and are able to do, both individually and as part of a team.
Portfolios
Portfolios allow students to convey the creation of work, not just final test scores. A portfolio is a collection of student work completed over time and selected by the student, often in consultation with the teacher. The work selected is not necessarily best work--a student may be asked to include problematic pieces, notes, or rough drafts that detail the evolution of a project. This process of selection requires the student to reflect on his or her work and analyze how projects have developed.
Portfolios provide a comprehensive view of student performance within the context of a prescribed agenda. It is only a portfolio if it allows the student to participate in, rather than be the object of, assessment. Most importantly, the portfolio provides a forum that encourages students to develop the abilities to become independent, reflective, self-directed individuals.
One of the aims of using portfolios is to design ways to monitor student progress that will also model personal responsibility in questioning and reflecting on one's work. Well-planned portfolios can become a means for staff and students to understand the educational process at the level of the individual learner. The sample on the next page shows the NOICC model for portfolios.
F-21

Exhibitions of Mastery
Exhibitions of mastery are student demonstrations or presentations that showcase their work. Exhibitions include an important by-product: the development of presentation skills including outlining, explaining, public speaking, and the use of visual images. Exhibitions may also incorporate student self-evaluation, peer evaluation, and review by a jury of professionals.
Why is a Career Development Portfolio Needed? l Educational systems are charged with preparing students for productive employment in a
global economy and success in life. l Career development is an ongoing process, not an isolated event. Schools need to help
students with career decisions by facilitating the process and modeling appropriate ways to make sound decisions. l The personalized portfolio helps students take responsibility for and have ownership of their career decisions. l Many large companies are now requesting transcripts and portfolios for documentation of work-based learning skills when hiring. l The portfolio model is now being used in many schools as a viable alternative to objective and standardized testing to assess student progress. l The portfolio serves to educate students about the many facets of career decision making, while serving as a repository for their work. l The comprehensiveness of the portfolio requires that students use higher-level analysis, synthesis, and evaluation skills. l Students often need a tangible means of seeing their progress and direction. l The purpose of the portfolio's sequential planning activities is to provide better linkage of education to future career plans. l The portfolio allows for a variety of activities, procedures, products, and opportunities, which contribute to a better understanding of the big picture. l All students deserve the opportunity to develop individualized career plans.
F-22

Examples of Portfolios and Career-Planning Tools
Many different portfolios and planners have been developed. Generally, most have the same goals but vary in the amount of specificity and direction provided to the student and supervising counselor or staff person. A less-structured approach involves a series of folders with pockets that are used to collect career development-related information. For example, one folder could be used for Work and Community Experiences. That folder would contain documentation of employer visits, volunteer experiences, employer/work evaluations, work experiences, job shadowing experiences, work records, and leadership experiences. Other folders could contain educational experiences, results of standardized tests, and inventories or self-assessments.
Two other portfolios and planners are Get A Life and the Career Options Planner and Career Options Portfolio. To obtain copies of Get a Life (example 1), contact the American School Counselor Association at 5999 Stevenson Avenue, Alexandria, VA 22304, phone: 1-800-3476647. Flyers are available free of charge. Copies of the portfolio and planner cost $2 each in quantities of 50. To obtain copies of the Career Options Planner and Career Options Portfolio (example 2), contact the Center on Education and Work Publications Unit, 1025 W. Johnson Street, Madison, WI 53706, phone: 1-800-446-0399. Flyers are available free; the cost of the planner and portfolio is $2.60 each in sets of 15. Quantity discounts are available.
Example 1: Get a Life: Your Personal Planning Portfolio
This portfolio highlights the message that the type of life one leads depends greatly on the choice of careers and the preparation for them. The rest of the portfolio attempts to illustrate the important facets of career development. It leads students through the process of analyzing and synthesizing information about their lives, which can lead to more purposeful and meaningful careers.
The personal planning portfolio is intended to be used as a complement to the cumulative folder, rather than as a substitute. Whereas the cumulative folder is the school's record, the personal planning portfolio is the student's chronicle of the journey through the career-development process. Upon graduation from high school, students should be able to take the personal planning portfolio with them as a building block for future career development.
The portfolio is provided for students so they may understand the relevance of their career development experience to their learning experiences. Essentially, the portfolio provides a tangible means by which students may collect and use important information to assist with personal, educational, and career decision making.
There are four sections in the portfolio:
Self-Knowledge is considered fundamental to decision making because of the unique blend of interests, aptitudes, traits, backgrounds, and personal styles that individuals bring to the process.
F-23

The Life Roles section is one of the unique features of the personal planning portfolio in that it highlights the cultural and social influences that have such a strong impact on people's lives. By showcasing the significance of one's cultural heritage, lifestyle, and leisure time pursuits as well as the influences of stereotyping and interpersonal relationships, students are challenged to explore factors that may limit or enhance their life choices.
The Educational Development section encourages students both to understand their own learning needs and academic progress and to assume responsibility for educational training that is personally meaningful.
In the Career Exploration and Planning section, students explore how choices of various occupations can influence other facets of one's life, while engaging in a process for making career decisions.
Each section of the portfolio is divided into two components: personal files and competency files. The personal files provide spaces for the students to enter important information and reflections. The competency files address individual competencies from the National Career Development Guidelines. Space is provided to list the activities and experiences that have been completed for mastery of the competencies.
Because this portfolio model is primarily designed for the middle grades, high school, and beyond, two columns are provided in the competency files for documenting a developmental chronology. The early years section accommodates the transition from elementary school to middle school, while the high school section focuses on the final four years of school and future plans. It is important to note that schools are given the freedom to develop, integrate, or redesign their own activities to fit local needs and curricula.
The competency files not only document activities and experiences related to particular competencies, they also serve as an accountability mechanism. Furthermore, this section provides a place to enter the grade level and date on which a particular activity was completed or an experience discussed, as well as a column in which the counselor or advisor indicates that the competency has been addressed. The school assumes major responsibility for providing the experiences and activities that will serve as the foundation of the competency files.
Although school staff are responsible for designing appropriate experiences, the students complete the personal files. One of the most important premises of the portfolio concept is that the student's entries will be evolving, developmental, and will grow increasingly more focused.
It should be noted that this portfolio does not include the activities and experiences that students need to participate in to master a competency. The portfolio provides guidance as to what data should be entered but not the way the information should be collected by the student.
F-24

Example 2: Career Options Planner and Career Options Portfolio The Career Options Planner and Career Options Portfolio are integrated materials designed to help middle and high school students develop realistic career plans. In developing their plans, students first assess their interests, skills, and values. They then link their self-assessment with the other tests and inventories in order to set realistic career goals for themselves. After setting their career goals, students develop educational plans for completion of high school and beyond to achieve those goals. The planner is to be completed in sections, usually in the sophomore year, and is to be used for an ongoing activity throughout the year. It can be used as the content activities prior to the time when entries are made by the student in the Get a Life portfolio or can be used in connection with the Career Options Portfolio. The Career Options Portfolio provides a systematic way for students to record their career development progress and make an educational plan. It is a vehicle that can be used to record and update information in each of the remaining high school years. The major learning objectives of these materials can be summarized by relating them to the National Career Development Competencies and Student Indicators of Achievement, included at the end of this section. The Career Options Planner and Career Options Portfolio are divided into the following sections: Self-Assessment (interests, skills, and values); Academic Assessment (achievement tests, study skills, and career options); Work Preferences and Career Options (occupational preferences and career options plan); and Education and Career Plans (career goals, high school plans - junior year, high school plans - senior year, and personal and career-development activities).
F-25

Early Years

Career Development Competencies

High School

Portfolio Section

Explores the importance of positive self-concept.

Explores the influence of a

Self-Knowledge

positive self-concept on decision

making.

Acquires skills to interact with others.

Acquires skills to interact positively with others.

Self-Knowledge Life Roles

Learns about the importance of Understands the impact of

growth and change.

growth and development.

Self-Knowledge

Learns about the benefits of educational achievement to career opportunities.

Understands the relationship

Educational Development

between educational achievement

and career planning

Understands the relationship between work and learning.

Understands the need for positive Educational Development attitudes toward work and
learning.

Acquires skills to locate, understand, and use career information.

Acquires skills to locate, evaluate, and interpret career information.

Career Planning

Learns about skills necessary to seek and obtain jobs.

Acquires skills to prepare to obtain, maintain, and change jobs.

Career Planning

Understands how work relates to Understands how societal needs

the needs and functions of the and functions influence the

economy and society.

nature and structure of work.

Educational Development

Acquires skills to make decisions.

Acquires skills to make decisions.

Self-Knowledge Educational Development Career Planning

Learns how life roles are related Understands the interrelationship Life Roles

to each other.

of life roles.

Learns about different occupations and changing male/female roles.

Understands the continuous changes in male/female roles.

Life Roles

Understands the process of career planning.

Acquires skills in career planning.

Career Planning

F-26

Promotion of Nontraditional Training and Employment
What is Nontraditional Training and Employment?
Nontraditional training and employment concerns occupations or fields of work (including careers in computer science, technology, and other emerging high-skill occupations) in which individuals from one gender comprise less than 25 percent of all employees in the occupation or field.
A Change in Focus: Gender Equity to Nontraditional Training and Employment
Funding for Technology/Career Education programs and services (including Career Centers and Career Connection programs) is provided by the Carl Perkins federal legislation. The new federal legislation, known as Perkins III, includes as one of its core indicators the "Promotion of Nontraditional Training and Employment." The previous legislation, known as Perkins II, called for "Gender Equity." Under Perkins II, Georgia chose to address gender equity through the development of Career Centers and Career Connection programs. School systems submitted proposals to receive grant monies to start/maintain Career Centers and Career Connection programs. While no grants for Career Centers or Career Connection programs are provided under the Perkins III legislation, local school systems may want to start/improve Career Centers and Career Connection programs to address the promotion of nontraditional training and employment, a core indicator in the new legislation. The Perkins III legislation allows local school systems to use a portion of their allocation for Career Centers and/or Career Connections programs if they have met the eight required uses of the funds. The illustration below may help to further explain the shift from a focus on gender equity to a focus on nontraditional training and employment.
Comparison of Perkins III to Perkins II: Focus of Career Guidance Services
1998 Act (Perkins III) Promotion of nontraditional training and employment.
1990 Act (Perkins II) Gender equity.
Nontraditional training and employment is the end result of gender equity.
Comparison of Perkins III to Perkins II: Funding
1998 Act (Perkins III) Promotion of nontraditional training and employment costs handled with the school system's Perkins III dollars.
1990 Act (Perkins II) Gender equity addressed with funds earmarked (grants) for Career Connection programs and Career Centers.
F-27

Guidance counselors, Career Center coordinators, and Career Connection teachers should talk with their school system's Technology/Career Education (Vocational) director if they have questions about starting/improving Career Centers and/or Career Connection programs as a means of addressing the promotion of nontraditional training and employment indicator, required by the new federal legislation.
Major Benefits of Promoting Nontraditional Training and Employment
By promoting nontraditional training and employment through career guidance activities and counseling, individuals are encouraged to make educational and career choices according to their interests and abilities and to choose careers that lead to economic self-sufficiency. A fundamental principle within this career guidance component is learning about career opportunities that are not considered traditional to one's gender. Especially for women, these occupations have salary ranges that provide better than adequate living wages for themselves and their families.
Nontraditional careers for females are those that require strong math and/or science skills. These include technological careers such as electronics, mechanical design, automotive mechanics, chemical or nuclear engineering, aviation, and the professional trades.
Nontraditional careers for males are those that require strong nurturing, caring, and/or administrative-assistant skills. These include nursing; community health; physical therapy; early childhood education; legal, executive, and medical secretarial occupations; office supervision, and management.
The objectives of nontraditional training and employment activities in career development are:
l To expand self-concepts of all students. l To identify students' interests, values, and experiences. l To identify students' cultural expectations and stereotypes. l To apply strategies that reduce gender bias in nontraditional occupations. l To explore the impact of math and science on future career opportunities, especially for
young women. l To explore a wide range of career options, mainly focusing on nontraditional careers.
Other Important Benefits of Promoting Nontraditional Training and Employment
Technology/Career Education's curriculum and image are strengthened. Curriculum is strengthened for all students by questioning assumptions and traditional
teaching methods and by updating as needed. The image is strengthened by actualizing a commitment to serve all students. Effect of declining course enrollments may be reduced. Previously declining nrollments may rise as a result of recruiting female students and increasing dual enrollments. Poverty may be reduced and tax revenues may increase as people obtain higher paying jobs and the cycles of unemployment, underemployment, and welfare dependency are broken.
F-28

Family units may be strengthened by minimizing economic strain, training people for flexibility, increasing the father's interactions with children, and increasing the respect for and dignity of the work of the family.
New industry can be attracted by ensuring a skilled and diverse workforce. Worker productivity can be increased by improved matching of individuals with jobs, by minimizing tense work environments, by increasing new and innovative solutions to work-related problems, and by increasing job satisfaction.
Integration of Nontraditional Training and Employment
Societal changes over the past 15 years have brought a new awareness of the need to expand opportunities for women and minorities. Gender equity received a big boost with the passage of the Education Amendments of 1972 and the Women's Educational Equity Act. Several legislative and private initiatives gave impetus to the creation of hundreds of programs in schools, colleges, and communities to reduce bias and expand options for girls and women (McCune & Matthews, 1978). These efforts have been complemented in recent years by a few programs that address new options for boys and men. As a result of the gender equity information included in the previous Career Guidance Toolbox, guidance counselors, Career Center directors, and Career Connection teachers have made a conscious effort to incorporate gender equity information into their career-guidance activities and counseling sessions. The purpose of this section is to focus on the promotion of nontraditional training and employment that results from gender equity.
Counselors' Role in Nontraditional Training and Employment
There seems to be agreement that counselors should play a major role in helping to remove barriers and create options for both genders and that nonsexist counseling is essential for optimal growth of students. Yet it is clearly not the role of counselors alone. Indeed, all types of educators, especially those in Technology/Career Education, must collaborate with counselors to ensure that the scope of all students is broadened in relation to careers.
Progress in Nontraditional Training and Employment
One of the first initiatives to link career development, gender-role stereotyping, and social change and to emphasize changes in roles of both women and men (Hansen, 1981) was a project titled BORN FREE (Build Options, Reassess Norm, Free Roles Through Educational Equity). This project is a multimedia training program for counselors and educators working with children, youth, and adults. While interest grew in gender equity throughout the 1970s, by the 1980s, a call for new school reform efforts totally ignored gender-equity issues. In 1990 federal legislation brought gender equity to the forefront, where it remains today in the new federal legislation's emphasis on promotion of nontraditional training and employment. While much progress has been made, the problem is far from resolved. Although the interventions of the past decade doubtless have had an impact on gender equity (and program evaluations and statistics attest to this), abundant evidence indicates that the impact of socialization on gender-role attitude is deepseated between attitudes and reality. The educational expertise of counselors will be needed to help change these attitudes, since attitudes do not change simply because the legislation changes.
Current Realities F-29

Unquestionably, new options have opened up for women and the equity gap has begun to narrow in secondary school subjects, in higher education access, and in the workforce (NACWEP, 1988). Problems nonetheless remain, especially for girls and women who are minorities, poor, disabled, and/or outside the opportunity structure. Studies have shown that young people's career choices still reflect stereotypical views of what is appropriate for their gender, although they may know a wide range of choices is open to them.
Guidance counselors are in a position to provide students with realistic information concerning future life and career-role options and to help them with adequate preparation for these future roles. In order to effect real changes, counselors must take a proactive approach in the following areas:
Examine their own attitudes and practices to assure that they have eliminated the subtle as well as blatant attitudes and stereotypes regarding both genders.
Ensure that new knowledge about the changing roles of women and men, work/family intersection, stereotyping and socialization, and gender equity are a visible part of curriculum and programs.
Influence career-guidance programs to better integrate life planning, educational planning, and career planning.
Develop strategies that will impart to administrators, teachers, and especially to students that they can be positive agents for change by forming more egalitarian relationships between women and men.
It is also essential for counselors to possess accurate information on important societal trends. (See the statistical information about women and men's roles in the home and workplace included in Section H: Additional Resources--Equity PowerPoint Presentation.)
Counselor Resources
Below is a list of resources (included in the section) that counselors may find helpful in working with students and faculty in relation to promoting nontraditional training and employment and gender equity.
Some Nontraditional Job Opportunities for Women
Nontraditional Careers: Tips for Recruitment and Retention
F-30

Information Sheet on Gender Equity for Teaching Staff
Negative Effects of Gender-Role Stereotyping on Males and Females
Gender Communication Quiz
Eliminating Gender-Biased Language Resource Documents
Broverman, I.K., D. M. Broverman, F. E. Clarkson, P. S. Rosenkrantz, and S. Vogel. "Sex Role Stereotypes and Clinical Judgments of Mental Health." Journal of Consulting and Clinical Psychology 38 (1970): 1-7.
Gallup, G. "Career Development: Achievements and Challenges." Speech delivered at the National Career Development Association Conference, Orlando, Fla., January 1988.
Hansen, L.S. Eliminating Sex Stereotyping in Schools: A Regional Guide for Educators in North America and Western Europe. Paris: United Nations Educational, Scientific, and Cultural Organization, 1984.
Hansen, L.S. (1981). "BORN FREE: Career Development, Sex Roles, and Social Change." IAEVG Bulletin, Proceedings of 10th World Congress (September, 1980): 13-24.
Hedin, D.I., J. Erickson, P. I. Simon, and J. Walker, J. Minnesota Youth Poll: Aspirations, Future Plans and Expectations of Minnesota Youth. St. Paul, Minn.: Center for Youth Development and Research, University of Minnesota, 1985.
Herzog, A.R., and J. G. Bachman. Executive summary of Sex Role Attitudes among High School Seniors: Views about Work and Family Roles. Ann Arbor: University of Michigan, Institute for Social Research, 1982.
Klein, S. Handbook for Achieving Sex Equity through Education. Baltimore, Md.: Johns Hopkins University Press, 1985.
McCune, S.D., and M. Matthews. Implementing Title IX and Attaining Sex Equity: A Workshop Package for Elementary-Secondary and Postsecondary Educators. Washington, D.C.: Council of Chief State School Officers, DHEW/OE, 1978.
National Advisory Council for Women's Educational Programs (NACWEP). Options and Decisions in Women's Educational Equity. Washington, D.C.: National Advisory Council on Women's Educational Programs, 1988.
O'Malley, K.M., and S. Richardson. (1985). "Sex Bias in Counseling: Have Things Changed?" Journal of Counseling and Development 63 (1985): 294-98.
Sadker, M.P., and D. M. Sadker. Sex Equity Handbook for Schools. New York: Longman, 1982.
-------- Failing and Fairness: How America Cheats Girls. New York: Macmillan, 1994.
Sunny Hansen, Professor, Educational Psychology, University of Minnesota, Minneapolis, 1988. Deb Harless, Doctoral Student Educational Psychology, University of Minnesota, Minneapolis.
This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. R188062011. The opinions expressed in this report do not necessarily reflect the positions or policies of OEFI or the Department of Education.
F-31

Some Nontraditional Job Opportunities for Women

Professional Engineering Law Medicine Science Mathematics Geology Environmental Science Architecture Landscape Design Forestry Geography Anthropology Foreign Service Journalism Psychology Educational Research/Administrative Accounting Protective Services
(Fire/Police)
Training Programs Auto Mechanic Aircraft Mechanic TV and Radio Repair Electronics Machinist Replacement Parts Mgmt. Welding Drafting Technician Surveying Mechanical Engineering Technician Forestry Technician Chemical Technician
Technical Airline Pilot Air Traffic Controller Computer Technician Computer Programmer Electronics Radio/TV Drafting

Chemical Technician Medical Technician Surveyor Photographer Engineering Technician
Skilled Crafts/Trades Telephone Repairer Office Equip't. Repairer Shipfitting Construction Plumbing Electrical Auto Mechanics Masonry Carpet Layer
Apprenticeships Drywall Finisher Lather Carpenter Electrician Metal Fabricator Millwright Plumber/Pipefitter Bricklayer Cement Mason Glazier Plasterer Iron Worker Painter Heavy Equipment Operator Tilesetter Air Conditioning Mechanic Meatcutter Printer Boiler Maker Carpet Layer Welder
Marketing Commission Sales Graphics Advertising Freight Forwarding
F-33

Shipping Transportation (Airlines/Trucking)
Other Jobs Sales: Commissions
(Auto, Insurance, Furniture, Appliance) Laboratory Technician Dental Lab Technician Driving (Local, Long-Haul, City Bus, Taxi, Ambulance, Commercial Driver) Furniture Mover Heavy Equipment Greenskeeper Fire Fighter Fire Watcher Tree Planter Park Aide Meter Reader Utility-Telephone Installer Sewage Treatment Operator Water Treatment Operator Chemical Plan Operator Gas Station Attendant Tire Changer Parts Runner Shipping & Receiving Clerk Mail Deliverer Office Equipment Repairer Appliance Repairer Laborer, Road/Construction Production Mil Worker Flag Person Security Guard Warehouse Worker Lumber Yard Attendant Roofer Cabinet Maker Upholsterer Store Detective Custodian

Nontraditional Careers: Tips for Recruitment and Retention
Back-to-School Night: Put together a pictorial display for a "Back-to-School Night," showing projected statistics and facts about careers, especially nontraditional careers.
Contests: Conduct a poster contest (Careers of the Future), an essay contest (Women's Roles in the Technology of the Future), or a cartoon contest (Breaking Tradition). Contact organizations like the Society of Women Engineers and the National Association of Trade and Technical Schools for materials and sponsorship.
Community Organizations: Invite organizations such as the YWCA, YMCA, Girl Scouts, or AAUW to the school. The Girl Scouts' "From Dreams to Reality" helps middle school students explore different career options.
Individual Counseling: Encourage students to remain enrolled in classes that are new to them. Be understanding of their difficulties but encourage them to persevere. Help them through their anxieties by giving them small, measurable goals. Have them keep a journal of both positive and negative aspect of the course. Use role playing to generate a variety of actions and reactions to stressful situations. Offer to act as an intermediary between students and their parents and teachers. Focus on the pioneering aspect of their choice.
Inservice: Plan a workshop for teachers whose class enrollments are predominately male or female to discuss ways to integrate the classes and share successes, problems, and solutions. Brainstorm new strategies.
Parent Programs: Sponsor a panel of students and workers who have made different choices in school and career; discuss why and how they came to their decisions, and what help they received from their parents. This activity can help parents connect with their children's possible interests. Sponsor a parent-student program with a theme such as Women's Work--Yesterday, Today, and Tomorrow. Work with PTA/PTO organizations.
Role Models: Compile a list of women working successfully in fields that are predominately male. Include women with various educational backgrounds and who are varied in race, age, and life styles. Include graduates of local schools. This list will become a resource file to contact speakers for school programs.
Small Groups: Form small groups of nontraditional course-taking students to meet at lunch time or after school. Led by an adult at first, these groups can deal with such issues as attitudes, decision-making, alternatives, and consequences. Encourage the social aspect of such groups to enhance the supportive function. The small group technique can be effectively used for boys too. Focus on their feelings about working with girls. They should be prepared to work with females as well as for the probability of working for a female boss.
Guest Speakers: Bring in role models to talk about their work. Ask high school seniors to talk to eighth-graders about the advantages of math, science, and vocational classes. Invite students and graduates of regional vocational schools and colleges who are in nontraditional fields to talk about their experiences, what classes they took, what barriers they have encountered, and how they managed to surmount them.
F-34

Take Our Daughters To WorkTM: Now in its third year, the Ms. Foundation for Women program takes place every fourth Thursday in April. First launched in 1993 in response to disturbing research findings on the adolescent development of girls, Take Our Daughters To WorkTM is a day to celebrate girls. Around the country, millions of girls between the ages of nine and fifteen will go to work with adult hosts--parents, grandparents, cousins, and friends--to learn first-hand the range of life options while getting the attention they deserve. From Futures Unlimited: How to Encourage Girls to Select and to Stay in Nontraditional Courses, by Charlotte H. Clarke, Consortium for Educational Equity, Rutgers, The State University, New Brunswick, N.J.
F-35

Information Sheet on Gender Equity for Teaching Staff
Gender equity is often difficult to picture in action. We can, however, look at equity as it relates to the physical environment, curriculum, language, behavior management, and teacher attention. Listed below are a few thoughts to keep in mind as you work on this issue.
v Women work for pay for the same reasons that men work for pay: to meet financial responsibilities, to achieve a sense of contribution to society, and to achieve a sense of personal fulfillment.
v Opportunities for women have been limited by the fact that women have been concentrated in a relatively few, low-paying occupational fields in the labor force. By expanding career choices and emphasizing the reality of job futures, both females and males will approach life work planning more realistically.
v Take the issue of equity seriously; it affects the classroom climate and the learning that occurs there.
v Plan your classroom to portray gender fairness. Use posters and other visuals that show both males and females in traditional and nontraditional roles and that show males and females working together.
v Check learning activities for gender fairness. Also plan lessons that focus on increasing students' equity awareness, knowledge, and skills.
v Use inclusionary language in both written and oral communication. Encourage students to do the same.
v Direct class discussions to enable all students to participate. Studies have shown that teachers give more attentions to male students, calling on them more frequently, asking them higherorder questions, offering them more help, and disciplining them more often.
v Promote cooperation and integration of males and females through activities that help students work together more effectively.
v Help students understand equity issues and the impact these issues have on their lives.
v Avoid generalizations and gender stereotypes, i.e., "you drive like a woman."
v In the classroom, use a variety of examples that portray men and women using a wide range of feelings, interests, skills, and career choices.
v Encourage both genders to participate in traditional and nontraditional activities.
v Examine instructional materials for gender-role stereotyping, gender bias, and sexist language. Discuss and point these out to students.
v Make a conscious effort to assign females and males leadership and support roles on an equitable basis, both within and outside the classroom (i.e., on field trips). F-36

Adapted from Wisconsin Model for Sex Equity in Career and Vocational Education, by Barbara A. Bitters and Susan Foxwell, Wisconsin Department of Public Instruction, 1990.
F-37

Negative Effects of Gender-Role Stereotyping on Males and Females
Negative Effects on Males
Academic Not usually raised to be quite, passive, or dependent, so adjustment to school, where they
have to sit still and keep hands to selves, can be difficult (Center for Sex Equity, 1988). Less socialized to develop listening, communication, and interpersonal skills (Grayson &
Martin, 1985). May view quiet activities, such as reading and writing, as feminine and therefore not
something at which to excel (PEER, 1981). Criticized by teachers in harsher or angrier tones than females for equivalent actions (Jackson
& Lahaderne, 1971). Four times more likely than females to have academic problems (PEER, 1981). Outnumber females in elementary remedial reading programs two to one (PEER, 1981). Over 60 percent more likely than females to be grade repeaters (American University,
1982). More likely to receive lower grades (American University, 1982).
Psychological and Physical Suffer over 98 percent of the major diseases (Farrell, 1986). On average, live 7.8 years less than females (Farrell, 1986). Must often live under relentless pressure to perform (Larrick & Merriam, 1973). Judged a failure if do not achieve status and wealth and work to support a family (Astrachan,
1986). Not supposed to express full range of human emotion, including doubt, need, and grief
(PEER, 1981). Supposed to be a successful earner first and a person second (PEER, 1981). Resist treatment during early stages of illness; when hospitalized, stay 15 percent longer than
females. Commit suicide three times more often than females (PEER, 1981).
F-38

Feel pressure against revealing any signs of weakness; rather, must seem tough, cool, and in control (Ohio State University, 1988).
Higher rates of alcoholism, drug abuse, heart attacks, strokes, high blood pressure, and other circulatory illnesses (WBVTAE, 1986).
Higher rates of men in prisons and juvenile detention centers (WBVTAE, 1986A). More likely to be physically abusive of others (WBVTAE, 1986). Not expected to participate fully in parenting, which can deprive them of the positive rewards
of nurturing (Baumgartner-Papageorgiou, 1982). Can feel like status object, valued more for paycheck than for themselves as people. Can feel vulnerable to rejection since supposed to initiate all social contacts with the other
gender. Less likely than females to be close friends with one another ( American University, 1982). More likely to be victims of accidents related to sports, dangerous vehicles such as
motorcycles, and violence (American University, 1982). Can build expectations that are higher than their actual achievement levels; can lead to high
levels of anxiety (Gray, 1957). Careers and Family Relationships Higher trends toward excessive involvement in work (WVBTAE, 1986). After being denied nurturing experiences, may be unfamiliar with how to nurture their own
children (Ohio State University, 1988). Encouraged not to enter certain occupations, such as teaching or nursing (American
University, 1982). Not encouraged to think of playing an active role in family life.
F-39

Negative Effects on Females
Academic
Less assertive in the classroom; males call out the answers and get the teacher's attention, while females sit patiently with their hands raised (Sadker & Sadker, 1985).
Face more reprimands from teachers for calling out answers than males (Sadker & Sadker, 1985).
Teachers more likely to do things for female students, which reinforces dependence; males more likely to get detailed instructions for doing things themselves (Sadker & Sadker, 1985).
Females less likely to take math and science courses or participate in special or gifted programs in these areas (Sadker & Sadker, 1985).
Females participate less actively in discussions; they do more smiling and gazing and are more often passive bystanders in conversations (Sadker & Sadker, 1985).
Whereas males receive feedback for their task performance, females receive feedback related to their appearance (Grayson, 1985).
Whereas males receive messages that they can succeed if they exert effort, females receive messages that less is expected and accepted: "you can do it if you try," versus "well, at least
As teachers solve problems for female students and do not encourage them to work through a problem, females can develop "learned helplessness" (Grayson, 1985).
Females more likely to attribute success to external causes and failure to internal causes; failure seen as insurmountable; "It's just me, I'm not good at this and I can never succeed" versus "If I put in more effort I can succeed" (Fennama, 1985).
Teachers interact with males and females differently, more often attributing the failure of boys to lack of effort rather than to lack of ability (Fennama, 1985).
Female students receive less encouragement to achieve in the classroom (BaumgartnerPapageorgiou, 1982).
The classroom actually spends more time on male learning deficits than on the learning deficits of females; female students are not the primary focus of the energy and resources of the school (Harvey, 1986).
Female students get less special intervention on their behalf in the classroom.
Even though females start out ahead of males in early grades, achievement test scores of females fall as they reach high school (American University, 1982).
Psychological and Physical F-40

Test scores indicate that female students have lower self-esteem and are less likely to feel valued and valuable (Search Institute, 1988).
Females use a more tentative style of communication (Sadker & Sadker, 1985). Research indicates that both males and females consider it less desirable to be female (Tavris
& Baumgartner, 1983). Females taught that their most valuable asset is their appearance (Baumgartner &
Papageorgiou, 1982). Females taught to be dependent, compliant, fearful, inactive, incompetent, and needing help
and protection (Baumgartner & Papageorgiou, 1982). Females taught to expect restrictions (Baumgartner & Papageorgiou 1982). By high school, less likely to think can do college work and demonstrate a decline in
commitment to employment (American University, 1982). Less money invested by educational institutions in athletics for females (American University,
1982).
Careers and Family Relationships A ten-year study following the lives of 80 high school valedictorians showed that two-thirds
of the females began reporting lower levels of intellectual self-esteem and less ambitious career aspirations by the time they were seniors in college (New York Times, 1987). Females receive messages that it is best not to work outside the home, but if one does, one should choose from a limited number of less financially rewarding career options (Baumgartner-Papageorgiou, 1982). Females who do work for pay outside the home still do over 70 percent of all home and family work (Cowan 1985-1986).
F-41

Gender Communications Quiz
How much do you know about how men and women communicate? If you think a statement is an accurate description of communication patterns, mark it true. If you think it isn't, mark it false.
1. Men talk more than women.
2. Men are more likely to interrupt women than to interrupt other men.
3. During conversations, women spend more time looking at their partner than men do.
4. Nonverbal messages carry more weight than verbal messages.
5. Female managers communicate with more emotional openness and drama than male managers.
6. Men not only control the content of conversations, they also work harder in keeping conversations going.
7. When people hear generic words, such as "mankind" and "he," they respond inclusively, indicating that the terms apply to both sexes.
8. In classroom communications, male students receive more reprimands and criticism.
9. Women are more likely than men to disclose information about intimate personal concerns.
10. Female speakers are more animated in their style than are males.
11. Women use less personal space than men.
12. When a male speaks, he is listened to more carefully than a female speaker, even when she makes the identical presentation.
13. In general, women speak in a more tentative style than do men.
14. Women are more likely to answer questions that are not addressed to them.
15. There is widespread gender segregation in schools, and it hinders effective classroom communication.
16. Female managers are seen by both male and female subordinates as better communicators than male managers.
17. In classroom communications, teachers are more likely to give verbal praise to female than to male students.
18. In general, men smile more often than women.
F-42

Explanations of the Answers
1. True. Despite the stereotype, the research is consistent and clear. In classrooms, in offices, in group discussions, in two-person conversations, men talk more than their fair share of the time. For example, in one experiment male and female subjects were asked to verbally describe pictures and engravings. The women's average description was approximately three minutes. For a man, the average time was 13 minutes.
2. True. When women talk with other women, interruptions are evenly distributed. When men talk with other men, interruptions are evenly distributed. However, when men and women talk with one another, almost all interruptions are by male speakers.
Sociologists Candace West and Donald Zimmerman analyzed conversations in university settings, both on and off campus. They found that males interrupt females much more often than they interrupt other males and more often than females interrupt either males or females. These sociologists think that interrupting is a way of exercising power. They say, "Here we are dealing with a class of speakers, females, whose right to speak appears to be casually infringed upon by males."
3. True. Many studies--with subjects ranging from infants to the elderly--have shown that women are more likely than men to look at their partner. One reason may be that men talk more and women listen more. Research shows that a listener of either sex looks more at a speaker than the speaker looks at the listener. Another possible reason why women look more frequently at a partner may be their need for and expertise in decoding nonverbal cues. In a direct staring confrontation, however, women will be more likely to avert their eyes, especially when stared at by men. Frequently, a woman will tilt her head back rather than look directly at a man. Researchers call this a presenting gesture that reflects friendliness and submission.
4. True. Nonverbal messages carry over four times the weight of verbal messages. Other research shows that in most two-person conversations, nonverbal messages convey more than 65 percent of the meaning. Women seem to communicate more effectively on this nonverbal channel. They are better than men at decoding nonverbal cues. They are also more likely to reflect their feelings through facial expressions.
5. False. Research conducted at a Midwest hospital and in the clerical departments and production lines of manufacturing firms show that both female and male managers score higher than the general population in communicating friendliness and approval to subordinates. Further, women managers are no more emotionally open or dramatic than their male counterparts. Both sexes appear to feel that managers should not demonstrate these characteristics. However, there were some communication differences. Male managers were more dominant in style and more likely to direct the content and flow of the conversation.
6. False. While men do exert power and authority in controlling the course of conversations, women exert more effort in maintaining communication. Sociologist Pamela Fishman placed
F-43

tape recorders in homes of couples who described themselves as free of traditional sex role stereotypes. Fishman recorded over 50 hours of conversations that occurred naturally. Over 96 percent of the topics men introduced were developed into conversations.
Only 36 percent of the topics women introduced were similarly developed. Women asked more questions and were more willing to develop a topic introduced by men. In contrast, men "killed" conversational topics that women introduced by giving a minimal response, such as "um," and failing to ask questions or make more extended comments about the topic. In studies of mock jury deliberations, it has been found that women are more likely to make understanding and supportive comments.
7. False. Terms such as "mankind," "man," and "he" are supposed to be generic and are presumed to include both men and women. Research shows that this isn't really the case. People are more literal in their thinking. Studies with elementary, secondary, and college students show that when the supposed generic term "man" is used, people envision males, even when the content implies both men and women. In another study, students illustrated supposedly generic references (e.g., urban man) with males pictures more than they did when references were neutral (e.g., urban life). Other researchers found that when male generic nouns and pronouns were used to describe the job of psychologists, females students described the job as less attractive to them than when sex-neutral terms were used. Women who were exposed to the feminine generic ("she" to include everybody) reported feelings of pride, importance, and power. Yet another researcher reports than when an applicant for an executive position was described as a "girl," subjects rated her as less "tough," "mature," "brilliant," and "dignified," and they gave her approximately 6 percent less in salary than when
8. True. The research is very consistent on this issue. From preschool through high school, male students are more likely than female students to be reprimanded for misbehavior. Some studies say they are eight to ten times as likely to be scolded. Sometimes they get reprimanded more because they are misbehaving more. But other studies show that when females and males are misbehaving equally, the males are still more likely to get scolded and receive harsher penalties.
9. True. There is some inconsistency in the research here, but most studies show that women are more likely to reveal personal information about themselves. This pattern may reflect differences in power or status between males and females. For example, in work situations subordinates tend to reveal more personal information about themselves than their superiors reveal to them. The more power a person has, the more personal information he or she is likely to receive.
10. True. Female speakers display more animated behavior, including amount and intensity of eye contact, gestures, facial expressions, and body movement. Further, they are more likely to use a wider range of pitch and more variable intonations than male speakers. However, men appear to be more dramatic in their verbal behavior. They are more likely to tell anecdotes and jokes.
F-44

11. True. Women's space is far more likely to be intruded on by others. Women are approached more closely than men by both women and men. When women and men approach each other on the street, women are more likely to walk around men or move out of their way. In homes men are more likely to have their room, study, or den--an inviolate area where nothing is to be touched. Women also use space in a more confining way. While men are more likely to sit with arms and legs apart, women cross legs at ankles and sit with hands in their laps, taking up far less space. This reduced control of space or territory is characteristic of those with less power and status.
12. True. Both female and male members of audiences pay more attention to male speakers than female speakers. Audience members recall more information from presentations given by males. This appears to occur whether the information is stereotyped as appropriate for males or stereotyped as associated with females. And it occurs even when male and female speakers make an identical presentation.
13. True. According to linguist Robin Lakoff, "women's language" is characterized by certain patterns: Making statements that end in a questioning intonation or putting tag questions at the end of declarative sentences (This is a good movie, isn't it?). Using qualifiers such as "kind of" or "I guess." Use of "empty adjectives" (divine or lovely) and use of "so" with adjectives (so thoughtful).
While not all studies support Lakoff's notion of women's speech, several show that women do express themselves with more diffidence and less assertion than men. Many researchers claim that tentative speech patterns do not characterize the speech of women so much as they characterize the speech of those who lack power. For example, one group of researchers analyzed communication in a police station. They found that both male and female clients who came to the station were more likely to use "women's language" than were either male or female police personnel. There are consequences to using "women's language." Both men and women who speak in a tentative, nonassertive style are less likely to be believed by a jury. In fact, only recently has the British Broadcasting Corporation (BBC) allowed women to read the news over the air because they were perceived to lack credibility or authority.,
14. False. Men manage to capture more than their fair share of talk time. Sometimes women actually help men gain this advantage because they are more likely to ask questions while men are more likely to give answers. However, men often take this advantage for themselves by interrupting women and by answering questions that are not addressed to them.
15. True. When people hear the work "segregation," they usually think about racial discrimination. Gender segregation may occur in more subtle ways, but it is widespread. Teachers, or students themselves, frequently form separate boy and girl lines, seating arrangements, work groups, play areas, and even science lab work teams. Even college classrooms display gender segregation in student seating arrangements. Children cross racial
F-45

lines more often than gender lines in classroom communication. Some researchers have found that students are often unwilling to work together on science projects. However, teachers can encourage boys and girls to play and work together simply by praising children engaged in cross-gender interaction. An important implication of the research is that when girls and boys work and play together, they are less likely to hold stereotyped attitudes.
16. True. Despite the stereotypes, when employees work for a female supervisor, they vote their approval. Female managers are seen as giving more attention to subordinates, as more open to new ideas, and as more supportive of worker effort than male managers. Both female and male subordinates report that morale and job satisfaction are higher when supervised by women. Others report that women are more dependable, show greater concern, and pay better attention to detail. Research on female managers in the business world is related to research in elementary schools. Studies on elementary schools with female principals show that these schools are warmer, more democratic, and are characterized by higher student achievement and higher pupil and parental satisfaction.
17. False. Although girls get better grades than boys, they receive less verbal praise from teachers. When girls do get praise from teachers, it is likely to be for neatness and appearance. ("That's an attractive paper." "You have very neat handwriting.") In contrast, when boys get praise, it is more likely to be for the intellectual quality of their ideas. Not only do teachers praise boys more, but they also criticize them more, ask them more questions, and give them more attention in general.
18. False. Women are far more likely to smile than men. They do this in many different social situations, even though they are not necessarily happy or amused. In one field study, researchers smiled at approximately 150 males and 150 females in public. In general, women returned the smiles more often than men. Women returned the smiles to men 93 percent of the time and to other women 86 percent of the time. Males smiled back at women 67 percent of the time, and they returned smiles to men 58 percent of the time.
From Myra Sadker and Joyce Kaser, The Communications Gender Gap, Mid-Atlantic Center for Sex Equity, 5010 Wisconsin Avenue, N.W., Suite 308, Washington, D.C. 20016, 1984.
F-46

Eliminating Gender-Biased Language
What is Gender-Biased Language?
Gender bias (discrimination by members of one gender against the other, especially by males against females) is built into English. Rules of grammar dictate that we use masculine pronouns (he, his, him, himself) whenever a singular referent is required and we don't know the gender of the person we're talking about. The word "man" in our language denotes both the human species as a whole and those members who are male. In fact, words and phrases containing the term "man" are so common as to effectively exclude half of society from consideration:
One man, one vote. The man on the street. Our man in the home office. A man of the people. Workmen's compensation. The leading man in the field. The working man. Congressman, chairman, policeman, fireman, newsman, clergyman, postman, mailman,
businessman.
Although one can argue that the use of a masculine pronoun or the word "man" in many contexts is not meant to exclude women, the use of "man" and "he" in the generic sense is likely to be misinterpreted because those words are so often used to signify the so-called male qualities specifically. Eliminating the possibility of misinterpretation is certainly a better way of handling the communication problem.
Precision in what we write and edit begins with an awareness of the gender biases that exist in English as it is commonly used. Ideally, gender-biased words and implications will stand out immediately to the sensitive editor/writer.
Guidelines for Eliminating Gender-Biased Language
Don't use masculine pronouns (he, his, him, himself) generically. Use such a word to refer to a specific man. Instead:
1. Use plural pronouns.
Biased: A student is responsible for his own schedule.
Recast: Students are responsible for their own schedules.
2. Rewrite the sentence to eliminate pronouns.
F-47

Biased: A business executive plans his speeches carefully as he knows his words will be carefully noted by subordinates.

Recast: A business executive plans speeches carefully, knowing they will be carefully noted by subordinates.

3. Use the genderless "one," "person," and "individual."

Biased: A summer intern is enthusiastic. He appreciates the importance of work experience.

Recast: A summer intern is enthusiastic, a person who appreciates the importance of work experience.

4. Use the indefinite article "the" when a possessive pronoun is needed.

Biased: An employee regards his performance review with some trepidation.

Recast: An employee regards the performance review with some trepidation.

5. When a pronoun is required, use the all-inclusive "he or she" or "her or him." When you use this construction, use the alphabetical arrangement.

Biased: A public servant has a large responsibility to his constituents. He must keep himself fully informed.

Recast: A public servant has a large responsibility to constituents. He or she must keep fully informed.

Wherever possible, use substitutions for words that begin or end with "man."

Chairman Manpower Workman Businessman Real estate man Insurance man Statesman Mankind Salesman Congressman Foreman Craftsman Fireman Mailman Cameraman

chairperson, chair, presiding officer, head workforce, workers, employees, human power, human energy worker business person, business executive, business managers realtor, real estate agent insurance agent leader, public servant humanity, human race, human beings, people salesperson, sales worker, sales representative, sales clerk member of Congress, representative supervisor craftsperson firefighter mailcarrier, letter carrier camera operator

F-48

Man

humans, persons, people

Omit the use of the word "girl." Many women and men find this term offensive. Call females over the age of 18 "women," not "girls," "gals," or "ladies." ( The definition of "girl" is a female child. One possibility for eliminating problems with this term is to refer to teenagers as "young

Use parallel terms for women and men. Use "men and women," "ladies and gentlemen," "girls and boys," "husband and wife," (not "man and wife"). Use "ladies" only when men are being referred to as "gentlemen." And don't call women "wives" and "mothers" unless you are calling

Refer to women by name in the same way that you refer to men. Call both by their full names, by first or last name only, or by title. The preferred style for writers is to use a person's full name for the first reference and the last name in later references.
Do not use "coed" to describe a woman. The term stands for "coeducation," not for "female." Persons who attend schools are students.
Avoid using "feminine" or "woman" as modifiers. Saying a person is a "woman lawyer" or a "woman tennis player" implies that she is an exception to the rule. The same applies to terms like "male nurse" and "career girl." The term "feminine logic" illustrates the most negatively biased use of the modifier tactic since it implies lack of logic. Similarly, avoid the use of biased terms like "mannish," "womanish," and "effeminate" and the use of trivializing terms like "poetess,"

Eliminate gratuitous physical descriptions. If you wouldn't write "Slim, attractive John Smith told students today . . . ," don't write "Slim, attractive Jane Smith told students today . . ." In feature writing, of course, physical descriptions are often essential, but be careful to avoid stereotypical descriptions. Rather, describe those characteristics or mannerisms that make your subject a unique individual.
Omit salutations in correspondence when in doubt. When you have no knowledge of who will receive a letter, use no salutation rather than "Dear Sir" or "Gentlemen." (Another possibility is

This quick guide to eliminating sexist language was developed buy Marvin Schrader, Curriculum Coordinator, Lakeshore Technical Institute, Cleveland, Wisconsin. We have adapted the guide with thanks and acknowledgements.

F-49

Tech Prep
Purpose Tech Prep in Georgia provides a student with an individualized program of study that includes integration of academic and technical curriculum. The program gives students the opportunity to connect classroom learning with realistic applications through applied instruction.
The new Carl D. Perkins legislation defines Tech Prep as a program of study that: Combines a minimum of two years of secondary education with a minimum of two years of
postsecondary education in a nonduplicative, sequential course of study. Integrates academic and vocational-technical instruction and utilizes work-based and work-
site learning when appropriate and available. Provides technical preparation in career fields such as engineering technology, applied science,
agriculture, health occupations, business, applied economics, or a mechanical, industrial, or practical trade or art. Builds student competence in mathematics, science, oral and written communications, economics, and workplace skills developed through applied learning, contextual academics, and integrated instruction in a coherent sequence of courses. Leads to an associate or baccalaureate degree or a postsecondary certificate in a specific career field. Leads to placement in appropriate employment or to further education.
Goals Tech Prep is designed to benefit students through: Technical preparation in high-skill, high-wage occupations. Individualized career programs of study with sequenced secondary and postsecondary
courses. Integration of academic and career competencies to make learning relevant. Seamless educational curriculum based on statewide and locally articulated programs of study
to avoid duplication and loss of credit. School-based learning activities combined with opportunities for work-based learning. Involvement of parents, students, employers, and the community in curriculum planning. Development of a workforce with technological expertise and academic preparation. Economic growth and development for local communities in Georgia. Multiple educational options and career exit points into employment.
Key Practices Tech Prep Consortia: Beginning in the 1999-2000 school year, 37 Tech Prep consortia,
structured around Georgia's technical institutes, were implemented to enhance technical education at the secondary and postsecondary levels. These 37 consortia also have Tech Prep coordinators to assist local schools, technical institutes, and the community with the further implementation of Tech Prep. Each consortium has a coordinating committee, made up of 50 percent secondary representatives, 25 percent postsecondary representatives, and 25 percent employer and community representatives.
F-50

Statewide Articulation: The Georgia Department of Education (GDOE) and the Georgia Department of Technical and Adult Education (GDTAE) have developed statewide articulation in five program areas. Statewide articulation will enable a student who meets requirements for advance credit in articulated courses in a program to receive credit in any technical institute in Georgia upon validation by that institute. At present (1999), the five programs and courses articulated statewide are: English (1 course); Mathematics (5 courses); Business and Office Technology (5 courses); Marketing (2 courses); and Health Occupations (2 courses). These programs and courses do not preclude any local articulation agreements that a school/school system may have in place. In addition, the GDTAE board has adopted a policy stating that any local articulation agreement will be honored at any technical institute in the state, pending validation of credit. Validation at the technical institute is determined at the institute level.
The Role Of Guidance The counselor possesses unique skills and knowledge that can help in implementing Tech Prep. As an advocate for the student, the counselor is not a "recruiter" for any single program but rather an "informer of options." The counselor is responsible for informing students about a variety of academic and career options available during and after high school. Tech Prep is a viable option for a large number of students.
Counselors, educators, and parents often encourage students to pursue a bachelor's degree because they mistakenly believe it is the exclusive degree of rigor and excellence. Fundamental changes have occurred in the workplace, however, as a result of technology, new management practices, and the kinds of skills and education that promising careers now require. The careers in technical fields for which associate degree programs prepare students can no longer be considered less desirable than those requiring a four-year bachelor's degree. By the year 2000 technical education will practically be a requirement for career success.
Associate degree programs offered by technical or community colleges and apprenticeships provide excellent educational and career opportunities. An associate degree may now lead to the Bachelor of Applied Science Degree (BAS) offered at several universities in Georgia.
Applied academics, contextual learning, and the sequencing of courses serve as the foundation of Tech Prep. Counselors can be involved in the curriculum component of Tech Prep in the following ways:
1. Counselors should serve on consortium and local Tech Prep committees to keep informed about local and statewide initiatives and activities. They should be represented on committees that deal with strategic planning and the overall mission of Tech Prep and have a voice on issues that affect the learning, personal/social, and career/vocational/technical needs of students.
2. Counselors must understand and facilitate student acquisition and application of basic skills such as reading, writing, mathematics, science, communications, critical thinking, problem solving, and teamwork. New curriculum content and design require integration of academic,
F-51

technical, and communication skills. Courses and experiences are being structured to encompass these areas with new and creative delivery systems.
3. Counselors must be informed about the content of applied courses. They must understand that the content of applied courses is rigorous and not a watered-down curriculum. School districts may develop their own applied courses or may purchase commercially prepared materials. New communication and mathematics courses have recently been developed to assist in preparing students for applied academics.
4. Counselors must know about articulation agreements between institutions and the options they provide so that they can advise students of their full range of choices. Statewide articulation programs and courses within the programs have been adopted in addition to local articulation agreements between schools/districts in several discipline areas; some Tech Prep consortia may have articulated entire programs (e.g., nursing, agriculture, biotechnology). An articulation agreement includes discipline-specific competencies that are commonly shared by courses offered at the secondary and postsecondary levels.
5. Counselors must understand the sequencing of courses between secondary and postsecondary. Career maps or programs of study are being designed in local consortia to show the preferred sequence of courses that high school students should take to prepare for a technical career.
6. Counselors must understand available work-based learning options, skills needed in the workplace, and the appropriate circumstances for student enrollment in a work-based learning experience. Work-based learning can take the form of job shadowing, internships, cooperative education, school-based enterprises, and apprenticeship. In many cases, these options are incorporated within a program of study.
7. Counselors must understand the collaboration needed between secondary and postsecondary education to create a seamless education for students. Collaboration between secondary and postsecondary student services personnel and counselors helps counselors understand the seamless education process in Georgia. The BAS degree offers an example: Students take courses at the secondary level, articulate courses and/or enroll in at least a diploma program at a technical institute to take the technical core, and then transfer the technical core to a university that offers the BAS, where they take the academic core and ultimately earn a bachelor's degree.
For more information, contact Mr. Stan McCallar, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-2531, e-mail: smccalla@doe.k12.ga.us or Dr. Barbara Wilkie, Department of Technical and Adult Education, 1800 Century Place, NE, Atlanta, Georgia 30345, phone: (404) 679-1677, e-mail: bwilkie@dtae.org.
F-52

F-53

F-54

F-55

F-56

F-57

F-58

F-59

F-60

F-61

F-62

F-63

Georgia's Youth Apprenticeship Program
Purpose Youth Apprenticeship addresses the dual goal of preparing students for the world of work and providing Georgia with a highly skilled, technologically competitive workforce through a coordinated effort involving business and industry. A student participating in Youth Apprenticeship receives an education that is both academically challenging and relevant to employment in today's economy. The program offers a structured combination of school-based and work-based learning linked to postsecondary instructional programs.
Georgia has allocated state grants to establish Youth Apprenticeship programs in local school systems, area consortia, and regional education service agencies (RESAs). In FY 1999 there were 74 Youth Apprenticeship programs, serving 148 school systems in Georgia.
Goals The Youth Apprenticeship program enables a student to receive: A high school diploma. A postsecondary certificate or degree. Certification of industry-recognized competencies applicable to employment in today's
economy.
Key Practices Essential components of Georgia's Youth Apprenticeship program are: A partnership structure encompassing schools, postsecondary institutions, employers, labor
organizations, and community representatives. Employers and industry associations play a vital role in defining appropriate standards of performance, providing structured work-based learning, assessing student achievement, and awarding a credential that recognizes a student's mastery of skills. The award of a portable, industry-recognized skills certificate to students who successfully complete the program. Integration of work-based and school-based learning. Work-based learning includes the development of a detailed training plan between employer and apprentice, identifying specific tasks that will develop workplace competency; a minimum of 2,000 hours of on-the-job training, with earnings based on a progressive wage schedule established by the participating employer; workplace mentoring; and instruction in general workplace competencies as well as in all aspects of a chosen industry. School-based learning includes a minimum of 144 classroom hours of related academic instruction and training; selection of a career major by the 11th grade; periodic evaluations; and on-going guidance. Provision of opportunities for students to complete a career major.
For more information, contact Mr. Jimmy Hogg, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-8317, e-mail: jhogg@doe.k12.ga.us or Mr. Stan McCallar, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-2531, e-mail: smccalla@doe.k12.ga.us.
F-64

High Schools That Work
Purpose High Schools That Work is an educational model founded on the belief that students in career/vocational programs of study can master complex academic and technical concepts if schools create an environment that encourages them to succeed. High Schools That Work initiatives focus on changes within the existing school organization and instructional processes that upgrade the content of technical and academic instruction and hold students and the school to higher levels of performance.
Goals High Schools That Work initiatives seek to: Increase to the national level student achievement in mathematics, science, communication,
problem-solving, technical studies, and the application of learning. Blend the essential content of traditional college preparatory studies in mathematics, science,
and language arts with quality career and technical studies by creating conditions that support local school leaders, teachers, and counselors in carrying out High Schools That Work key practices.
Key Practices Higher Expectations--Set higher expectations and get students to meet them. Career Studies--Emphasize using high-level mathematics, science, language arts, and
problem-solving skills in the workplace and in preparation for continued learning. Academic Studies--Emphasize teaching essential concepts from the college preparatory
curriculum through the functional and applied process. Program of Study--Require students to complete a challenging program of study with an
upgraded academic core and a career major, including at least four years of college preparatory English and three years of mathematics and science (includes at least four Carnegie units in a career major and two units in related technical courses). Work-Based Learning--Provide a structured system of work-based and high-level schoolbased learning collaboratively planned by the school, postsecondary institutions, and employers. Teachers Working Together--Include an organizational structure and schedule that allows academic and career/vocational teachers sufficient time to plan and provide integrated instruction. Guidance--Involve each student and his/her parent(s) in a career guidance and advisement system aimed at ensuring the completion of an accelerated program of study. Extra Help--Provide a structured system of extra help to enable students to successfully complete an accelerated program of study that includes high-level academic content. Keeping Score--Use student assessment and program evaluation data to continuously improve curriculum, instruction, school climate, organization, and management.
F-65

The Role Of Guidance Guidance services open windows of opportunity for all students and plays a vital role in encouraging students to pursue an accelerated program of study that prepares them for the workplace and further study. Guidance helps students identify their career interests and aptitudes; the educational and career options available to them; and ways to make decisions based on a reasoned process. Students need assistance in selecting curricular and noncurricular experiences as well as experiences outside high school that demonstrate the importance of mastering complex academic and technical content. They also need help in choosing an area of concentration for grades 11, 12, and beyond. Middle and high schools can develop systems of home-school collaboration in which parents become partners in the education of their children. Each eighth-grade student completes a sixyear program of study plan in conjunction with a teacher or counselor and the student's parents. Students, parents, and professional staff members review the plan annually and make revisions if the student's goals change. For more information, contact Mr. Don Hogan, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-6845, e-mail: dhogan@doe.k12.ga.us.
F-66

Career Connection Programs
Purpose Career Connection seeks to provide a comprehensive, developmental career exploration and planning experience for students in grades 6-8. Career Connection offers students and their parents a program that emphasizes informed decision-making for educational and career planning. The program encourages students to develop self-knowledge and self-confidence; to explore the world of careers undeterred by stereotyping, bias, and discrimination; and, as a result, to feel comfortable considering nontraditional educational and career opportunities.
Goals Career Connection helps students to: Recognize their aptitudes and interests and identify a broad range of career choices and life
roles through which these abilities and preferences may be developed. Recognize the relevance of education to present and future goals. Use their parents as a resource for understanding themselves and making decisions about
education and careers. Explore nontraditional as well as traditional career opportunities. Value work for its economic, social, and personal rewards. Demonstrate the skills and attitudes needed to obtain and keep a job. Understand the importance of the work ethic in job success. Analyze the concept of communication as a basic job skill. Develop effective interpersonal communication and team member skills.
Description Of Program Students mature at different rates, and timely career information can help motivate them to stay in school and plan their educational options. Based on these principles, Career Connection was designed to teach and reinforce appropriate skills and concepts at each grade level as described below.
Grade 6 Career Self-Awareness: Assists students in understanding the relationship between self-understanding and life/career satisfaction. Includes the relationship of school subjects and activities to careers, the basic skills needed to explore careers, and basic communication skills for success at school and work. Applies guidance activities, cooperative learning, contact with community resources, and parent involvement as instructional strategies. May be presented in six-, nine-, or twelve-week time frames.
Grade 7 Career Research Skills: Prepares students to identify and employ multimedia information resources to explore careers. Includes instruction in assessment of personal characteristics, thinking about various life and work roles, and developing constructive communication and interpersonal skills. Applies guidance activities, classroom and community research, and parent involvement as instructional strategies. May be presented in six-, nine-, or twelve-week time frames.
F-67

Grade 8 Career Decision Making: Prepares students to use decision-making skills for intermediate educational choices (i.e., four-year plans for high school) and tentative choices about long-range educational and career goals. Includes analyzing personal development changes, identifying the structure of the world of work, practicing effective communication and interpersonal skills, and investigating high school programs of study. Applies guidance activities, research in the classroom and community, and parent involvement as instructional strategies. May be presented in six-, nine-, or twelve-week time frames. Key Practices Career Connection is designed to: Be developmental in nature. Be conducted as an instructional course or series of instructional courses rather than as an
advisement process. Be based on an approved curriculum guide to ensure that all career exploration and planning
components are addressed. Cultivate parents or guardians as vital resources in the student's understanding of self,
education and career options, and the world of work. Cultivate business and industry as vital resources in curriculum planning and program
implementation. Instill in students the concept of lifelong learning and exploration in the area of career
development. Recognize the different maturity rates of students and the motivational value of timely career
information. In keeping with this approach, Career Connection provides grade-appropriate skill and knowledge development, focusing on career awareness in grade 6, career research skills in grade 7, and career decision-making in grade 8. For more information, contact Ms. Linda Smith, Georgia Department of Education, 1770 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-6588, e-mail: lismith@doe.k12.ga.us.
F-68

Career Centers
Purpose Career Centers are designed to assist students in setting educational and career goals. Career Centers allow students to take advantage of educational and career resources that increase their career awareness and help them explore career options and make appropriate educational plans for high school and beyond.
Goals As a result of using Career Center resources and participating in Career Center activities, students are able to: Identify their personal interests and abilities and understand how these factors affect career
choices. Explore job titles, availability, location, and requirements in their interest and ability areas. Understand the benefits, working conditions, and opportunities for advancement in various
careers. Access the most current career information through on-line resources such as the Georgia
Career Information System (GCIS). Realize that career choices should be based on one's interests, abilities, and aptitudes, not on
gender. Broaden their perspective of available career fields as a result of considering nontraditional
training and employment. Investigate job opportunities available upon completion of Technology/Career Education
programs. Investigate and select career focus areas in preparation for future employment. Develop a high school program of study to assist in achieving their career goals. Determine the type of postsecondary education needed to attain their career goals. Learn to make informed educational choices based on self-knowledge, career development,
and career guidance.
Key Practices The resources available in Career Centers can benefit counselors, parents, teachers, and the community at large. Counselors can learn about and keep abreast of career trends; emerging high-tech, high-skill jobs; skills desired by employers; and other valuable information. Parents are encouraged to use Career Centers with their children in order to be more aware of workforce and workplace changes projected for the twenty-first century and to better assist their children in making critical educational and career decisions. Teachers, who often serve as career advisors to students either formally or informally, can obtain current career information to assist them in this role. Career Centers also provide for on-site referrals. Some schools choose to open their Career Centers to the community.
For more information, contact Ms. Linda Smith, Georgia Department of Education, 1770 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-6588, e-mail: lismith@doe.k12.ga.us.
F-69

Technology Education

Purpose Technology Education develops technological literacy as part of all students' fundamental education through activity-based study of past, present, and future technological systems and their resources, processes, and impact on society.

Goals The goals of the Technology Education program are to enable students to: Explore areas of technology in order to discover their technical abilities and career interests. Develop skills in the use of technological tools and systems. Apply problem-solving techniques in the search for solutions to technical problems. Understand resources, processes, and outputs as they relate to technology and recognize that
these elements are common to all technological systems. Recognize that technology can have consequences that are desirable, undesirable, expected, or
unexpected, and through this awareness, become citizens who can make informed decisions about the uses of technology. Synthesize learning of mathematics, science, and social studies concepts through technological activities. Acquire broad-based, transferable skills and knowledge that will be useful in future employment, further education, and life experiences.

Curriculum Options

Secondary Technology Education courses include but are not limited to the following:

Introduction to Technology

Drafting Technology-Architectural

Materials and Processes Technology

Research and Development

Production Technology

Graphic Arts Technology

Communication Technology

Pre-Engineering Technology

Energy and Power Technology

Engineering Applications

Drafting Technology-Mechanical

Bio-Related Technology

Electricity/Electronics Technology

Aerospace Technology

Middle school Technology Education courses include:
Explorations in Technology Exploring Manufacturing Technology Exploring Communication Technology Exploring Energy and Power Technology

Key Practices Technology Education utilizes both computer and educational technology in the delivery of content related to systems of communication, energy/power/transportation, production, and biotechnologies.

For more information, contact Mr. Ron Barker, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-8316, e-mail: rbarker@doe.k12.ga.us.

F-70

Business, Marketing, And Information Management Education
Purpose Business, Marketing, and Information Management programs are designed to prepare students for a wide variety of business career opportunities after graduation from high school or a postsecondary institution. In Business, Marketing, and Information Management, students can learn personal and professional finance, legal operations of business, technology usage in business, business management, marketing, entrepreneurial skills, and international business concepts.
Goals The goals of Business, Marketing, and Information Management are to enable students to: Demonstrate the interpersonal, teamwork, and leadership skills needed to succeed in a
business setting. Develop career awareness and preparation in business so that they can make viable career
choices in a variety of business careers. Select, apply, and manage tools of technology related to business and personal decisions. Use accounting procedures to make decisions in planning, organizing, and allocating
resources. Apply the principles of law in personal and business settings. Apply marketing concepts in business settings. Develop the ability to participate in business in both domestic and international settings. Manage information from all areas of business in making informed decisions.
Programs Of Study Administrative Support, Entrepreneurship, Finance, Information Management, International Business, Management, Marketing.
Key Practices Increased business partnerships are providing new curriculum direction, setting higher expectations for student achievement, and strengthening the industry certification process for Business, Marketing, and Information Management. Business and marketing educators are collaborating with other disciplines to broaden student opportunities to acquire the knowledge and skills required to succeed in business careers. Through participation in DECA, Inc. and Future Business Leaders of America (FBLA) student organizations, students can apply the knowledge they acquire in the classroom and develop leadership and competitive skills.
For more information, contact Mr. Terry Smith, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-8307, e-mail: tsmith@doe.k12.ga.us.
F-71

Intervention Programs
Project Success Project Success provides intervention support services to vocational/career students at the ninthand tenth-grade levels. The program encourages participants to stay in school; increase their expectations, potential, and sense of self-worth; and learn skills needed to be productive workers and useful citizens.
Project Success addresses the following goals: Improve the probability that participating students will pass the high school graduation test. Retain 85-90 percent of students throughout the year. Provide appropriate transitional services for program participants. Improve student performance.
Coordinated Vocational Academic Education The Coordinated Vocational Academic Education (CVAE) program provides support and intervention services to disadvantaged and/or limited English-speaking vocational/career students who are at risk of dropping out of high school.
The goals of CVAE are to: Raise expectations. Increase student motivation and self-esteem. Provide support and intervention services so that students can participate equitably in their
chosen programs of study. Reduce absenteeism. Reduce the dropout rate.
Related Vocational Instruction The purpose of the Related Vocational Instruction (RVI) program is to offer intervention support services to students with disabilities who are enrolled in career/vocational classes. The RVI program provides access to the least restrictive environment in vocational education programs; varied instructional strategies; early guidance; vocational assessment; appropriate transitional services; and special support services for students who are mildly intellectually disabled, have emotional and behavioral disorders, are health impaired, and/or have specific learning disabilities.
The goals of RVI include: Increase the number of students served in career/vocational education. Provide the least restrictive environment in career/vocational education. Improve the student retention rate. Provide appropriate school to work transitions.
For more information, contact Mr. Jeff Chandler, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-8324, e-mail: jchandle@doe.k12.ga.us.
Family And Consumer Sciences Education
F-72

Purpose Family and Consumer Sciences Education empowers individuals and families across the life span to manage the challenges of living and working in a diverse global society. The program provides a unique focus on families, work, and their interrelationships.

Goals Family and Consumer Sciences Education prepares students for family and work life as well as careers in family and consumer sciences by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed to: Strengthen the well-being of individuals and families across the life span. Become responsible citizens and leaders in family, community, and work settings. Promote optimal nutrition and wellness across the life span. Manage resources to meet the material needs of individuals and families. Balance personal, home, family, and work lives. Use critical and creative thinking skills to address problems in diverse family, community, and
work environments. Manage life, employment, and career development successfully. Function effectively as providers and consumers of goods and services. Appreciate human worth and accept responsibility for their actions and success in family and
work life.

Programs Of Study Career, Community, and Family
Connections
Consumer and Family Resources Consumer Services Early Childhood Education and Services Facilities Management and Maintenance Family Family and Community Services

Food Production and Services Hospitality, Tourism, and Recreation Housing, Interiors, and Furnishings Human Development Interpersonal Relationships Nutrition and Wellness Parenting Textiles and Apparel

Key Practices: With roots in both academic and vocational-technical education, Family and Consumer Sciences Education reaches beyond the education system into the community to focus on the needs of individuals and families. Work and family connections, management, and intergenerational activities are key concerns of families and businesses today; Family and Consumer Sciences Education can be the catalyst that brings these issues into action-oriented education programs. The Family, Career and Community Leaders of America (FCCLA) student organization is an integral part of the Family and Consumer Sciences curriculum; FCCLA chapter and individual projects, competitions, and activities provide opportunities for students to develop skills in problem-solving, leadership, critical thinking, decision-making, and transferable job skills.

For more information, contact Ms. Sandra Dickerson, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, (404) 657-6844, e-mail: sdickers@doe.k12.ga.us.

Health Occupations Education
F-73

Purpose The purpose of secondary Health Occupations Education is to prepare students to successfully transition into society as active citizens. Health Occupations Education provides students with opportunities to develop knowledge, skills, and attitudes that facilitate a smooth transition into an entry-level career, postsecondary education, and lifelong learning.
Goals The major goals of the Health Occupations programs are to: Introduce students into the various health industry careers. Apply academic foundations in hands-on learning situations. Provide opportunities to master competencies required in the health care industry. Develop critical thinking, goal-setting, and problem-solving skills. Develop attitudes consistent with those expected in the health care industry. Increase awareness and knowledge of technology in the health care industry. Prepare students for entry-level careers in the health care industry. Prepare students for successful transition to postsecondary education. Equip students with the skills to become successful lifelong learners.
Program Description Health Occupations Education is a network of students, parents, community members, and teachers working together to prepare students for work in a rapidly changing health care industry. This network will enable students to successfully transition from school to work. Integrated academics are an essential element of Health Occupations Education. Classroom and laboratory instruction is enriched by the clinical experience opportunities for Health Occupations students. Health Occupations is dedicated to the needs of all students on an individualized basis. Through this approach, students are better equipped to cope with a rapidly changing, highly technological health care industry and be successful lifelong learners.
Key Practices The program certification initiative encourages program improvement and provides industry validation of programs that meet established levels of proficiency. Industry certification involves an extensive series of activities requiring school administrative support, teacher participation, and industry input.
For more information, contact Mrs. Regina St. George, Georgia Department of Education, 1770 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 463-6404, e-mail: rstgeorge@doe.k12.ga.us.
F-74

Trade And Industrial Education
Purpose Trade and Industrial Education equips students with the knowledge, skills, and attitudes needed for successful entry-level employment or further education.

Goals The goals of the Trade and Industrial Education program are to provide:
Opportunities for an introduction to careers. Opportunities for theoretical and practical hands-on learning experiences. Opportunities to achieve competency in an occupational program. Instruction and practice in decision making, goal setting, and problem solving. Instruction in employability skills and work ethics. Integration and reinforcement of academic and vocational learning experiences.

Programs Of Study

Secondary Trade and Industrial Education programs of study include:

Automotive Service Technology

Manufacturing Technology

Graphic Arts Technology

Broadcast and Video Production

Metalworking Technology

Cosmetology

Drafting and Design Technology

Integrated Information Systems

Construction Trades

Technology

Electronics Technology

Diversified Cooperative Education

Collision Repair Technology

Commercial Art

Law Enforcement

Key Practices The program certification initiative encourages program improvement and provides industry validation of programs that meet established levels of proficiency. Industry certification involves an extensive series of activities requiring school administrative support, teacher participation, and industry input.
For more information, contact Mr. Bill Gohdes, Georgia Department of Education, 1752 Twin Towers East, Atlanta, Georgia 30334, phone: (404) 657-8308, e-mail: wgohdes@doe.k12.ga.us.

F-75

F-76

Section G: Career and Labor Market Information
G-1

G-2

Georgia Department of Labor Resources
The Georgia Department of Labor provides a range of services designed to match workers with jobs and promote an efficient labor market. Publications and resources cataloged in this directory track changes in Georgia's economic infrastructure, providing information on business conditions and employment trends. Data on jobs and workers, including labor force, employment and unemployment, industrial growth, occupational trends, and wage rates, are increasingly important to remaining competitive in the global marketplace.
Workers and employers must continually remain responsive to advances in workplace technology. The nature of work and the skills required for most occupations are changing at an unprecedented rate. Businesses demand workers with more education and new skills to compete in today's dynamic marketplace. Data on employment trends are essential to matching job skills with job openings, choosing careers, planning for educational and training programs, and making business location or expansion decisions. The growing disparity between available jobs and workers with the requisite abilities frequently results in labor shortages in some industries and occupations, while unemployment remains high among other workers. Reliable labor market information is essential to minimizing the number both of the unemployed people who need and want to work and of the businesses unable to locate workers with the necessary job skills.
Labor market information is generated by the Georgia Department of Labor's Labor Market Information Division from data collected in employer and household surveys, unemployment insurance claims data, and special research projects. Most of the data are produced in cooperation with the U.S. Department of Labor's Bureau of Labor Statistics. Labor Market Information publishes frequently requested data and provides most to the public at no cost. This directory describes the economic and demographic statistics available from the Department of Labor and lists other providers of related data. Staff contacts are listed for each publication to assist with questions regarding reported information, methodology, or additional details available from the data series.
Each publication in this directory can be viewed or printed from the Georgia Department of Labor Internet home page. An electronic version of this publication is available on-line as well. It provides electronic mail links to each staff contact, links to each publication, and links to the Web sites listed in the Other Sources section. Please contact Labor Market Information with any questions or to request printed copies of these publications at (404) 656-3177. Or use the e-mail links provided with the directory entries at www.dol.state.us.
Labor Market Information Publications (most applicable publications listed)
Civilian Labor Force Estimates Contact: Elaine Coggins Mail to: Elaine.Coggins@dol.state.ga.us
Civilian Labor Force Estimates are published monthly and annually to provide estimates of the civilian labor force, employment, unemployment, and unemployment rate. The data are reported by
G-3

place of residence for persons 16 years and older for the nation, state, metropolitan statistical areas, counties, and cities with populations of 10,000 or more. Monthly reports list preliminary data for the current month and revised data for the previous month and the current month of the previous year. Annual averages are published in February.
Georgia Area Labor Profiles Contact: Jim Wynn Mail to: Jim.Wynn@dol.state.ga.us
Georgia Area Labor Profiles are published annually to provide comprehensive information on labor market conditions in each of the state's 159 counties and its surrounding area. Each county's profile reports the population, labor force, employment, unemployment, unemployment rate, number of high school graduates, and number of applicants for jobs listed with the Georgia Department of Labor. The largest employers are listed for the central county and surrounding area. Income, average employment and wages by industry, the occupational distribution of employed residents, and commuting patterns are also included for the profiled county. The Area Labor Profiles include additional information on technical and business training programs offered at area colleges, the number of technical institute program graduates, education of the labor force, selected occupational wage rates, and contact information for the Georgia Department of Labor office in the area. Single copies are complimentary; a nominal charge is applied to requests for quantities.
Georgia Career Planner Contact: Joe Newsome Mail to: Joe.Newsome@dol.state.ga.us
Georgia Career Planner is a workbook designed to aid students, those re-entering the work force, and those contemplating career changes with informed decision making. The planner covers more than 200 occupations that are projected to have at least 100 openings per year in Georgia during the next decade. A career exploration worksheet is furnished to encourage a detailed assessment of the user's areas of interest and the preparation levels demanded for a wide range of occupations. The worksheet will help develop realistic expectations for the anticipated job openings and wage rates for the occupations that match an individual's interests and educational plans. The Career Planner lists sources of additional information that will help prepare future job seekers for the increasingly competitive employment market.
Georgia Employment and Wages Contact: Amelia Butts Mail to: Amelia.Butts@dol.state.ga..us
Georgia Employment and Wages is published annually to provide the annual average number of establishments, employment, and weekly wages for the calendar year. The data are compiled from reports submitted by employers subject to the Georgia Employment Security Law. Although the unemployment insurance program does not cover all employees of membership organizations, private households and agriculture, over 98 percent of the state's nonagricultural wage and salary
G-4

workers are included in the data. Employment and Wages reports information by place of work for selected industry sectors at the state, metropolitan statistical area, and county levels.
Georgia Labor Market Trends Monthly or Annual Contact: David Echols Mail to: David.Echols@dol.state.ga.us
Georgia Labor Market Trends is published monthly to provide estimates of nonagricultural employment by major industry sectors for the current month, previous month, and current month of the previous year. Data published by place of work include employment statistics for the state and seven metropolitan statistical areas and average hours and earnings for manufacturing production workers at the state level. Civilian labor force, employment, and unemployment estimates are reported by place of residence for the nation, state, metropolitan statistical areas, and counties. Labor Market Trends also contains analyses and other information on Georgia's economic conditions, such as unemployment insurance benefit claims and selected new and expanded industry announcements.
Georgia Occupational Trends in Brief: Projections to 2005 Contact: Joe Newsome Mail to: Joe.Newsome@dol.state.ga.us
Georgia Occupational Trends in Brief: Projections to 2005 summarizes projected job growth and decline to assist in education, training, and career planning. The pamphlet charts occupations with 100 or more annual openings by four levels of preparation to indicate the most promising employment and advancement opportunities for workers with college or vocational education, apprenticeship, on-the-job training, specific work experience, and no specific training or experience. A ranking of occupations projected to experience the largest declines in employment shows the most limited job opportunities
Georgia Wage Survey Contact: Ann Williams Mail to: Ann.Williams@dol.state.ga.us
Georgia Wage Survey is published to provide average entry-level and overall hourly wages for occupations in all industries except agriculture. Data are provided by occupation for all industries, Standard Industrial Classification (SIC) major industry divisions, and two-digit SIC levels. Two appendices furnish an alphabetical listing of job descriptions for the occupational titles used in the survey and a conversion table for wages paid on other than an hourly basis.
Licensed and Certified Occupations in Georgia Contact: Joe Newsome Mail to: Joe.Newsome@dol.state.ga.us
Licensed and Certified Occupations in Georgia is jointly published by the Georgia Occupational Information Coordinating Committee, the Georgia Department of Labor, and the Georgia Career
G-5

Information Center at Georgia State University. The information is compiled to provide students, job seekers, counselors, and other interested persons with information about the occupations that require licensing or certification in Georgia. Occupational descriptions, licensing requirements, and a list of related job titles and codes are summarized. Contact information is provided for the licensing or certifying agency for each occupation, along with information on fees, examinations, and professional associations
Statistical Digest of Georgia's Economy Contact: Jim Wynn Mail to: Jim.Wynn@dol.state.ga.us
Statistical Digest of Georgia's Economy is a monthly digest with key indicators of the state's economic condition. Measures include employment, manufacturing workweek and earnings, initial and continued unemployment claims, unemployment rate, insured unemployment rate, unfilled jobs, new incorporations, motor vehicle sales, residential construction, and state revenues. For more detailed economic indicators, see Georgia Economic Indicators.
Planning for Tomorrow: Industry and Occupational Outlook Contact: Joe Newsome Mail to: Joe.Newsome@dol.state.ga.us
Industry and occupational employment projections are produced biennially to estimate future job demand in Georgia. Tables report estimated employment for the base year 1996 and for the projected year 2006 by state and economic development region. Occupational tables are available in occupational code order, alphabetically by occupational title, or ranked by annual openings, total growth, and growth rate. Total and annual average projected occupational openings are also reported for all occupations and include breakouts for openings due to growth or replacement. Industry tables are available, providing that all confidentiality criteria are met. Data will not be disclosed if there are fewer than three establishments in an industry group and/or one establishment accounts for 80 percent or more of the employment within the group. Custom reports and additional information are available for much of the data collected by the Georgia Department of Labor. Detailed data can be provided for a variety of industry levels and geographic areas, provided confidentiality criteria required by each program area are met. The most frequently requested unpublished data are described below to assist researchers in obtaining the labor market information that meets their needs.
Unpublished Labor Market Data (most applicable data sources listed)
Civilian Labor Force: Unpublished Data Contact: Elaine Coggins Mail to: Elaine.Coggins@dol.state.ga.us
Unpublished civilian labor force data are available for local areas, including Job Training Partnership Act service delivery areas, regional development center areas, service delivery regions, and congressional districts.
G-6

Employment and Wages by Industry and Area Contact: Amelia Butts Mail to: Amelia.Butts@dol.state.ga.us
Average employment and wages for selected industries are available quarterly by request for the state, metropolitan statistical areas, and counties.
Labor Force Characteristics Contact: J im Wynn Mail to: Jim.Wynn@dol.state.ga.us
Labor force characteristic data required for affirmative action plans are available at the state, metropolitan statistical area, and county levels. Civilian labor force estimates by sex and race are updated annually and include the total labor force, number employed, number unemployed, and unemployment rate. Detailed occupational reports by sex and race and other census demographics are also available.
Occupational Staffing Patterns Contact: Ann Williams Mail to: Ann.Williams@dol.state.ga.us
Georgia occupational staffing patterns provide estimates of the distribution of employees by occupation for selected industries in the state and metropolitan statistical areas.
Computer Applications
Georgia Micro-Occupational Information System Contact: Joe Newsome Mail to: Joe.Newsome@dol.state.ga.us
The Georgia Micro-Occupational Information System (OIS) is a stand-alone software application that operates on personal computers to help planners of educational and employment training programs analyze state and local labor market information. The OIS can produce occupational reports with descriptions, employing industries, projections, supply and demand analysis, job service activity-related occupational titles, and training providers. Industry reports include descriptions, staffing patterns, historical employment, and projections. A supply and demand analysis report is available for clusters of related occupations and training programs. Training program reports provide descriptions, complete data, supply and demand analysis, and lists of related occupations and training providers.
G-7

A provider profile report describes training programs. The OIS is produced by the Georgia Occupational Coordinating Committee.
Georgia QuickSource! Contact: Camille Bielby Mail to: Camille.Bielby@dol.state.ga.us
The QuickSource! labor market information bulletin board offers on-line access to many of the publications described in this directory. File Menu areas include current employment statistics, covered employment and wages, unemployment insurance statistics, local area unemployment statistics, affirmative action data, wage survey data, an Area Labor Profile for each Georgia county, and lists of the state's 10, 25, 50, and 100 largest employers. The Bulletin Menu provides highlights of employment trends, current nonagricultural employment, unemployment rates, monthly economic indicators, a list of the 25 largest employers in Georgia, unemployment insurance statistics, new industrial developments, the Labor Market Information Directory, labor surplus areas, and a list of labor market information bulletin boards offered by other states.
QuickSource! can be accessed with most communication packages or through Windows 95 dial-up networking program. To access dial-up networking, click on Start, choose Programs, Accessories, then scroll down to select Dial-Up Networking. The modem number is (404) 657-2508. View the QuickSource! Web page for more detailed instructions on connecting to the QuickSource! bulletin board.
Georgia QuickStats! Contact: Camille Bielby Mail to: Camille.Bielby@dol.state.ga.us
The Georgia QuickStats! information system provides user-friendly access to economic and demographic statistics with point-and-click pull-down menus and navigation buttons. An intuitive graphical user interface enables quick data retrievals, displaying presentation-quality tables, charts, and graphs for the state, metropolitan statistical areas, Job Training Partnership Act (JTPA) service delivery areas, regional development centers, economic development regions, and counties. Custom regions can be defined to generate tailored reports with data calculated for specific economic or market analyses. Summary statistics can be displayed for the nation, southeastern region, and each southeastern state. Convenient area profiles produce a comprehensive summary of economic conditions for the selected geographic area, including population, income, average weekly wage, labor force, unemployment rate, and employment by industry. In addition to demographics, data sessions report statistics on industries and occupations (employment, wages, projections), labor force, labor cost, labor supply (employment service applicants, returning military, educational program completers, commuting patterns), mass layoffs, and local information. It is distributed quarterly on compact disc by subscription for $24 a year.
Minimum system requirements: 386 processor running Windows 3.1 and DOS 5.0, eight MB of RAM, 92 MB of hard drive space, a CD-ROM Drive, and a VGA monitor.
G-8

Other Data Sources State of Georgia
Georgia Department of Community Affairs Research and Information Division Office of Information Services 60 Executive Park South, N.E. Suite 300 Atlanta, Georgia 30329-2231 (404) 679-4840 Internet Address: http://www.dca.state.ga.us
Conducts a local government Wage and Salary Survey, which is published by city and county in four reports: Public Safety, Public Works, General and Administrative, and Solid Waste. A planning data book is also available for each Georgia county. Other statistical information for urban and regional planning, economic development, and grant application development is also available by request. Additionally, the Department of Community Affairs can provide contacts for each of the Regional Development Centers, which are good sources of local information.
Georgia Department of Education Technology/Career Education 1752 Twin Towers East Atlanta, Georgia 30334 (404) 657-8304 Internet Address: http://www.
Publishes public vocational education and training data.
Georgia Department of Education Legislation and Special Projects 1870 Twin Towers East Atlanta, Georgia 30334 (404) 656-2477 Internet Address: http://www.gavocational.org
Provides information about the state board of education, a number of educational organizations and agencies, individual school systems, and enrollments in public and private elementary and secondary schools in the state.
G-9

Georgia Department of Education Georgia School Report Card 1994 Twin Towers East Atlanta, Georgia 30334 (404) 657-9800 Internet Address: http://www.doe.k12.ga.us
High school enrollment, graduate and dropout information data are produced at the school system level each school year and can be used to assess labor availability. Reports may be requested by ethnic code or sex.
Georgia Department of Human Resources Division of Rehabilitation Services Vocational Rehabilitation Program 2 Peachtree Street, N.W. 35th Floor Atlanta, Georgia 30303-3166 (404) 657-3000
Provides data on number of clients by type of training given during the 12-month reporting period in the annual report. Additional data are available by request by state and county. Data bank includes four-digit Dictionary of Occupational Titles code classifying each client's job at the completion of training.
Georgia Department of Industry, Trade and Tourism Marketing and Research Division 285 Peachtree Center Avenue Suite 1100 P. O. Box 1776 Atlanta, Georgia 30301 (404) 656-7656 Internet Address: http://www.georgia.org
Offers a wide variety of information for business development in Georgia. Among the department's publications are Georgia Manufacturing Directory, Georgia Manufacturing Wage Survey, International Facilities Directory, and International Trade Directory.
G-10

Georgia Department of Labor Employment Services Division Sussex Place, Room 450 148 International Boulevard, N.E. Atlanta, Georgia 30303-1751 (404) 656-3160 Internet Address: http://www.dol.state.ga.us/eshtml/eshtml01.htm
Provides information to employers and job seekers through the Local Offices of the Georgia Department of Labor. Services Available to You at No Charge is a brochure that describes Department of Labor services for job seekers, such as workshops on job search techniques and money management, resource materials, on-line career information, and computers and printers for use in resume and cover letter development. The brochures Need Help With Your Job Search? and Looking for a Job? include tips on appraising one's qualifications, planning a job search, identifying sources of information, and managing your time. How to Prepare Yourself for Job Interviews offers advice on presenting qualifications in the most positive manner to prospective employers. Stressed Out? is a pamphlet on coping with the stress of losing a job. It encourages job seekers to channel the strain and minimize the negative effects on an employment search. The information is designed to help identify the causes and symptoms of job-loss stress and recommends strategies targeted to establishing a positive impression in the interview. Employers can find details on the recruitment, screening, referral, and information services available from the Georgia Department of Labor in the brochure Recruitment and Labor Market Services for Employers.
Georgia Department of Technical and Adult Education 1800 Century Place Suite 400 Atlanta, Georgia 30345-4304 (404) 679-1600 Internet Address: http://www.dtae.tec.ga.us
Provides a wide variety of data for most public postsecondary technical and adult education programs, including student enrollments, completions, and placements as well as financial data.
Georgia Geographic Information System (GIS) Data Clearinghouse Center for GIS Georgia Institute of Technology Atlanta, Georgia 30332-0155 (404) 894-6607 Internet Address: http://www.gis.state.ga.us
The Georgia GIS Data Clearinghouse was established by the Information Technology Policy Council of Georgia to collect, document, format, and publish GIS information collected by multiple agencies of Georgia state government. The clearinghouse maintains a statewide GIS Internet site and spatial data catalog and provides user service and technical support for loading and importing data. Other
G-11

efforts include coordinating development of base map layers and aiding in collaborative development of data standards.
Georgia Institute of Technology Economic Development Institute 223 O'Keefe Building Atlanta, Georgia 30332-0640 (404) 894-8989
Technical assistance in applied research and training and the transfer of technology to businesses as well as a nationally recognized industrial extension program.
Georgia Nonpublic Postsecondary Education Commission 2100 East Exchange Place Suite 203 Tucker, Georgia 30084 (770) 414-3300
Administers the Nonpublic Postsecondary Education Institutions Act of 1990, providing standards, procedures, and evaluation for the oversight of schools and colleges under the law. Reviews and authorizes each identified institution annually, provides consumer information and protection, handles complaints, manages school closures and resulting records, prepares required publications, and grants exemptions as applicable. Develops new or revised standards, procedures, regulations, and schedules in response to changing laws, needs, and circumstances.
Georgia Occupational Information Coordinating Committee (GOICC) 148 International Boulevard, N.E. Atlanta, Georgia 30303 (404) 656-9639
GOICC is an interagency consortium mandated by the federal government to meet the labor market needs of youth and others making career decisions.
Georgia State University Georgia Career Information Center University Plaza Atlanta, Georgia 30303 (404) 651-3100
Georgia State University operates the Georgia Career Information System (GCIS), an interactive computer program that allows clients to explore career interests and aptitudes and learn where formal education and training programs are available. The system provides descriptions of occupations, and data on work settings, hiring practices, required aptitudes, current employment in Georgia, wages and salaries, and the employment outlook.
G-12

Public access is available through public high schools and Georgia Department of Labor offices, as well as the Career Information Center. The center may be able to provide other specialized occupational information as well. Internet Address: http://www.gcic.peachnet.edu
Georgia State University Economic Forecasting Center College of Business Administration Room 220 University Plaza Atlanta, Georgia 30303 (404) 651-3282
Conducts research, creates forecasts of the national, regional, and local economies, and provides services to the university and business community. Publishes Forecast of the Nation, Forecast of Georgia and Atlanta, and Southeast State Indicators quarterly. Consumer Price Index and Producer Price Index (forecasts of U.S. Department of Labor CPI and PPI) are issued monthly.
University of Georgia Small Business Development Center Chicopee Complex 1180 East Broad Street Athens, Georgia 30602-5412 (706) 542-6762 Internet Address: http://www.smallbiz.suny.edu/sbdcs/sbdcga.htm
Business consulting, business training workshops, and marketing and research services are available to assist individuals with the start-up of new businesses or the expansion of existing businesses. A broad array of services are available for business and communities through 19 field offices across the state.
State Data and Research Center Georgia Institute of Technology GCATT Building 250 14th Street, N.W. Atlanta, Georgia 30318-0490 (404) 894-9416 Internet Address: http://sdrcnt.pp.gatech.edu
Serves as the state data center, providing a variety of economic and demographic data, including statistics from the Census of Population.
G-13

University of Georgia Cooperative Extension Service College of Agricultural and Environmental Sciences Athens, Georgia 30602-4356 (706) 542-8938
Publishes the Georgia County Guide and the Georgia Municipal Guide compendiums of statistical information. The publications include selected economic and demographic data as well as statistics for urban and regional planning.
University of Georgia Terry College of Business Selig Center for Economic Growth 367 Brooks Hall Athens, Georgia 30602-6269 (706) 542-4085 Internet Address: http://www.selig.uga.edu"www.selig.uga.edu
Produces a wide variety of statistical and economic data. Publishes biennial Georgia Statistical Abstract, which includes tables covering population, health, education, employment, earnings, income, prices, climate, agriculture, manufacturing, transportation, utilities, banking and finance, construction, government, law enforcement, and public welfare. Also publishes Annual Georgia Economic Outlook and bimonthly Georgia Business and Economic Conditions.
Federal Labor Market Information
Labor Market Information Institute P. O. Box 995 Columbia, South Carolina 29202 (800) 644-4226 Internet Address: http://www.lminet.org
The LMI Institute is composed of a consortium of state institutions, which collaborate to provide training in the use of labor market information that will be made available through ALMIS. The institute also hosts the LMINet Internet site, which includes links to each state's labor market information Web page and can help researchers collect data to compare economic conditions around the nation. It includes access information for state bulletin board systems with downloadable data files and links to websites with related statistical information.
Federal Interagency Council on Statistical Policy Internet Address: http://www.fedstats.gov
The Federal Interagency Council on Statistical Policy maintains the FEDSTATS Internet site to provide easy public access to the full range of statistics and information produced by over 70 United States federal government agencies.
G-14

National Occupational Information Coordinating Committee (NOICC) 2100 N Street, N.W. Suite 156 Washington, D.C. 20037 (202) 653-5665 Internet Address: http://www.noicc.gov
The National Occupational Information Coordinating Committee network includes major producers and users of federal and state data on employment, education, and the labor market. Primary partners at the state level are organizations such as the Georgia Occupational Information Coordinating Committee. NOICC's Internet site offers links to each state's occupational information Web sites and to the National Crosswalk and Data Center, which is a technical resource specializing in links and relations among the various occupational, industry, and educational classification systems.
U.S. Department of Commerce Bureau of the Census 101 Marietta Street, N.W. Suite 3200 Atlanta, Georgia 30303-2700 (404) 730-3833 Internet Address: http://www.census.gov
Produces detailed demographic data from the 1990 Census of Population, providing a wide array of information about labor market conditions at all geographic levels, including census tracts and block groups. The Bureau of Census can provide advice and assistance in the use of census data. The bureau publishes County Business Patterns, which includes data on employment and payrolls, number of establishments by size class and industry for states and counties, and economic censuses for each major industry.
U.S. Department of Commerce Bureau of Economic Analysis (BEA) Mail Stop BE-55 Washington, D.C. 20230 (202) 606-5360 Internet Address: http://www.bea.doc.gov
Produces several major statistical series, including employment by industry by place of work and the personal income and per capita income series for the nation, states, metropolitan statistical areas, and counties.
G-15

U.S. Department of Labor Bureau of Labor Statistics (BLS) Room 7T-50 Atlanta Federal Center 61 Forsyth Street, S.W. Atlanta, Georgia 30303-3104 (404) 331-3415 Internet Address: http://www.bls.gov
Publishes national and regional data on labor force employment, unemployment rates, and other labor market information, as well as area and industry wage surveys for selected Georgia cities.
The full text of the Occupational Outlook Handbook can be reviewed through the Internet to research career potential in most occupations. Most libraries, Georgia Department of Labor offices, and school guidance offices also have reference copies of the handbook available for career researchers, and copies may be purchased from the U.S. Government Book Store at (404) 347-1900. Internet Address: http://www.bls.gov/ocohome.htm.
U.S. Department of Labor Employment and Training Administration Atlanta Federal Center 61 Forsyth Street, S.W. Suite 6M-12 Atlanta, Georgia 30303 (404) 562-2115 Internet Address: http://www.doleta.gov/almis
America's Labor Market Information System (ALMIS) is an information delivery infrastructure that is streamlining and improving access to programs serving the employment and training needs of Americans. Through the efforts of consortia of states, ALMIS is developing an interactive infrastructure of national applications, including America's Job Bank, America's Talent Bank, America's Learning Exchange, One-Stop Career Centers, and the ALMIS Database.
U.S. Department of Labor Women's Bureau Atlanta Federal Center 61 Forsyth Street, S.W. Suite 7T-95 Atlanta, Georgia 30303 (404) 562-2336 Internet Address: http://www.dol.gov/dol/wb
G-16

Provides data regarding the status of women in the labor force. Produces a variety of publications on specialized subjects related to working women, including brochures on wage, age, and pregnancy discrimination, sexual harassment, and family and medical leave.
Fact sheets are available on hiring domestic household employees, earnings differences between men and women, women with disabilities, state maternity and family leave laws, child-care cost barriers, nontraditional training and employment, working mothers' earnings, and job rights guidelines.
Other
Federal Reserve Bank of Atlanta 104 Marietta Street, N.W. Atlanta, Georgia 30303-27113 (404) 521-8020 Internet Address: http://www.frbatlanta.org
Publishes EconSouth, a quarterly newsletter focused on economic topics related to the Southeast, featuring analyses conducted by the regional and Latin American sections of the Research Department of the Federal Reserve Bank.
Georgia Chamber of Commerce 233 Peachtree Street, N.E. Suite 200 Atlanta, Georgia 30303 (404) 223-2264 Internet Address: http://www.gachamber.org
Provides information and assistance to businesses in Georgia and can provide contact information for area Chambers of Commerce, which may also offer local data.
Southern Regional Education Board 592 10th Street, N.W. Atlanta, Georgia 30318-5790 (404) 875-9211 Internet Address: http://www.sreb.org
Publishes significant economic indicators comparing the United States, the region, and 15 states that comprise the region. Also periodically publishes issue papers.
G-17

O*NET, The Occupational Information Network
It is common knowledge that the workplace has changed since the Dictionary of Occupational Titles (DOT) first defined it sixty years ago. O*NET, the Occupational Information Network, captures those changes in terms that reflect the latest research in the field of job analysis. By identifying and describing the key components of modern occupations, O*NET supplies the nation with up-dated information critical to the effective training, education, counseling, and employment of workers.
The comprehensive information in O*NET is organized in a relational database, available on CDROM, diskettes, and Internet download. This first public release of O*NET, known as O*NET 98, is being officially produced and distributed by the Government Printing Office (GPO).
Some of the features of O*NET 98 include:
Data describing over 1,100 occupations that connect to the OES.
Capability to locate occupations through skill requirements or key words.
Electronic linkages that crosswalk O*NET occupational titles to eight other classification systems (DOT, MOS, OPM, etc.).
Labor market information from BLS on employment levels, occupational outlook, and wages.
"Occupational Profiles" giving a short overview of the most important data descriptions on each occupation.
What Is O*NET?
O*NET is sponsored by the U.S. Department of Labor's Employment and Training Administration. Regional support has been provided by state-based Occupational Analysis Field Centers and Assessment Research and Development Program Centers. Firms competitively selected from the private sector, including Aguirre International, American Institutes for Research, and Trefoil, Inc., are helping to implement the project. The National O*NET Consortium has been established to provide O*NET data collection and database maintenance functions. O*NET pilot projects and O*NET/School-to-Work grants are working with multiple users, vendors, and others to produce O*NET tools with broad applicability within the employment and training system.
O*NET, along with America's Job Bank, America's Talent Bank, America's Career InfoNet and America's Learning Exchange, is part of the DOL/ETA comprehensive workforce development strategy to build and display critical information for job seekers and employers in a user-friendly manner.
O*NET, the Occupational Information Network, is an easy-to-use database that runs on a Windows-based personal computer. It contains comprehensive information on job requirements and worker competencies. O*NET replaces the Dictionary of Occupational Titles and offers a more
G-18

dynamic framework for exploring the world of work. With O*NET, employers of all sizes and across all fields have a powerful means for accessing critical information that impacts their bottomline every day.

O*NET currently contains information developed by job analysts using the O*NET skill-based structure. Future data will come directly from workers and employers themselves, describing the work they do, the skills they need, and the knowledge they use on the job.

Expert researchers will collect and classify this empirical information to guarantee that O*NET data is accurate, current, consistent, and comprehensive.

Who Uses O*NET?

Human Resource personnel

Training facilitators

Workforce researchers

Software developers

Efficiency experts

Career counselors

Business forecasters

Displaced workers

People changing jobs

Industry analysts

Program directors

Organizational consultants

Rehabilitation counselors

Students exploring career options

People seeking new jobs, better jobs, or first jobs

O*NET can be used to: Align educational and job training curricula with current workplace needs. Create occupational clusters based on skills, knowledge, and job tasks. Develop resumes, job orders, and descriptions of personnel positions. Open new approaches to career counseling. Fine-tune assessments to fully evaluate skills and requirements. Explore career options that capitalize on prior experience.

G-19

Create skills-match profiles.
Selected O*NET 98 products are available on the Internet for download, free of charge.
Hardware Requirements: O*NET 98 Viewer ---- A 486DX or Pentium-level PC, with 16 MB RAM and 20 MB of free
hard-disk space for installation; can be run from a CD-ROM (in all versions of Windows except NT), requiring only 3 MB of hard-disk space.
O*NET 98 Database -- Files may be installed independently of the Viewer; requires 12 MB to 53 MB of free hard-disk space, depending on options selected. Installation of the Database files is NOT needed in order to use the Viewer.
Software Requirements: O*NET 98 Viewer -- Windows 3.1, Win 3.11, Windows for Workgroups, Windows 95,
Windows 98, or Windows NT.
O*NET 98 Database files -- Available in dBASE IV, Paradox 5.0, and Access 2.0 MDB formats. Any popular database program may be used to access the Database files.
Products Available
O*NET 98 Viewer, version 1.0 (available in CD-ROM package, on diskettes, and by Internet download).
A software application developed to help users access the information in the O*NET 98 Database. The main features allow users to search for information organized within the O*NET Content Model, which contains 483 descriptors covering skills, knowledge, abilities, generalized work activities, interests, work values, and occupation-specific tasks. To simplify the search and use of the information, the Viewer has features that allow users to specify what they need and how they want the information displayed. The Viewer also offers print capabilities to produce the information in report form.
O*NET 98 Viewer User's Guide (available in CD-ROM package, in printed version, and by Internet download).
A handbook that accompanies the Viewer, explaining its functions and usage.
O*NET 98 Database (available in CD-ROM package, on diskettes, and by Internet download).
A fully automated, relational database linking 23 individual tables that fall into four categories:
Data tables that contain the statistics associated with variables in the database.
G-20

Descriptive tables that explain the O*NET Content Model (the organizing framework of O*NET); the Data Dictionary, containing the definition, description, and location of each variable; and the different scale types.
Occupation-related tables that display information on occupation-specific tasks and descriptions.
Crosswalk files that link O*NET Codes and Titles to eight other occupation classification systems.
O*NET 98 Data Dictionary (available in CD-ROM package, in printed version, and by Internet download).
O*NET 98 product prices: O*NET 98 CD-ROM...................................$ 26 O*NET 98 Viewer on diskette with
O*NET 98 Viewer User's Guide in print....$ 49 O*NET 98 Viewer User's Guide in print.......$ 9 O*NET 98 Database on diskette with
O*NET 98 Data Dictionary in print...........$186 O*NET 98 Data Dictionary in print.............$166
For more information, direct inquiries to: O*NET Project DOL Office of Policy and Research/ETA/O*NET 200 Constitution Ave., NW, MS N5637 Washington, D.C. 20210 Telephone: (202) 219-7161 FAX: (202) 219-9186 E-Mail Address: O*NET@doleta.gov World Wide Web URL: http://www.doleta.gov/programs/onet/
G-21

The Georgia Career Information System (GCIS)
The Georgia Career Information Center operates the Georgia Career Information System (GCIS), a microcomputer-based library of occupational and educational information and a primary component in the career decision-making process.
1. What is the Georgia Career Information System?
A computer-based library of occupational and educational information that is currently available in three platforms: GCIS for INTERNET, GCIS for Windows, and GCIS for MACINTOSH.
An innovative counseling tool that saves time and provides the most recent information about occupations, employment, education, and training.
A highly motivational method of matching a persons' interests and abilities with appropriate occupations.
A resource for a person of any age who is seeking a career, changing careers, or needing to explore new career areas.
A central source of current, relevant, and comprehensive career information.
2. What information does GCIS provide?
Accurate, clear descriptions of Georgia and United States occupations that include work settings, hiring practices, wages, and outlook and that illustrate the aptitudes of those successful in a given occupation. There are also Internet links to America's Job Bank, which lists specific career opportunities nationwide.
How to prepare for these occupations, including general information, tips, and suggestions for program of study and training.
Programs of study descriptions that include specific course work and a listing of the schools that offer the programs.
Georgia school data, including general information, programs, admission information, cost and financial aid, housing, and services. On-line links to schools' Internet websites are also available.
National school information on more than 2,000 four-year and over 1,500 two-year professional, public, and private schools. On-line links to national school's Internet websites are also available.
Descriptions of military occupations and a military work file
G-22

Financial aid information includes federal and state programs, application requirements, a list of publications on applying for aid, and comprehensive coverage of over 1,000 grant and scholarship awards.

Industry data describing 46 Georgia industries, including size, outlook, work setting, benefits, training, and hiring practices.

Job search information on job applications, practice interviews, how to prepare a resume, sample resumes, how to keep a job and get promoted, and Internet websites for career job searches.

Self-employment information about owning your own business, the rewards and costs, options, characteristics of an entrepreneur, making a business succeed, and where to go for assistance.

Keep That Job information about good work habits, teamwork, attitude, and respect.

The Career Studio provides career exploration based on Georgia's school-to-career clusters.

Practical learning activities provide over 400 projects, worksheets, and activities designed to infuse career information and career development concepts.

Occupational videos that are linked to approximately 90 occupations within GCIS, depicting typical job duties, work settings, and other characteristics for the selected occupation.

A searchable GLOSSARY which provides descriptions of commonly used educational and occupational terms and concepts.

LINK matches results of vocational tests with appropriate GCIS Occupations.



SCHOOL SORT searches national school data for specific characteristics:

programs of study, degrees, region of the country, school setting, school

size, school type, admission requirements, and tuition and fees.

FINANCIAL AID SORT is a national aid search questionnaire that matches education plans, abilities, and personal characteristics to a list of scholarships or grants, loans, service-payable loans, internships, travel awards, research grants, and teaching fellowships.

OCCUPATION SORT is the interactive, self-assessment questionnaire that matches a person's interests and abilities with appropriate occupations.
SKILLS identifies occupations that match self-assessed skills.

G-23

3. What are the services and supporting materials? Complete training in how to use and implement GCIS effectively.
Training is tailored to meet the specific needs of the site. On-going consultation, technical assistance, and help with program development, follow-
up, and evaluation. Promotional materials. Periodic newsletters with additional career and outlook information. Practical Learning Activities designed to infuse career information and career development
concepts into twelve curriculum subject areas as well as adult learning workshops. These activities provide a link between classroom subjects and career education. Quarterly regional training workshops offered at the Georgia Department of Education's Educational Technology Centers. 4. How is GCIS being used? GCIS is designed to assist users with different needs at various stages of their career development, and it can be used in a variety of settings. In middle and secondary schools to serve as a resource in career counseling; to assist in selecting vocational programs, research colleges, and postsecondary institutes; and to find sources of financial aid. At colleges and universities to help determine majors, to identify transfer programs, and to help prepare for the job search. With adults as a resource for career changers and new job seekers, to help plan for continuing education, and to assist with resume writing and preparation for job interviews.
G-24

5. What is SKILLS? SKILLS is an inventory designed for students and career changers. It helps an individual analyze personal skills, relate them to occupations, and compare preferred skills to those used in specific occupations. SKILLS is used in conjunction with GCIS materials and is offered to GCIS users. 6. What are the GCIS minimum system requirements? GCIS for WINDOWS 386-class processor minimum, 486 or Pentium recommended 30 megabytes of hard-disk space RAM: 4 megabytes, expandable to 8 megabytes Windows 3.1, 95, 98, Windows NT 3.51 or 4.0 VGA interface and color monitor minimum, SVGA recommended GCIS for MACINTOSH 68040-class processor, Power Mac recommended 25 megabytes of hard-disk space System 7.0.1 or better Color monitor Mouse, keyboard, and printer GCIS INTERNET Connection Provide Georgia Career Information Center your computer's IP address. Netscape Navigator 3.0 or Microsoft Internet Explorer 3.0. Mouse, keyboard, and printer. Address: http://www.gcic.peachnet.edu
G-25

The Georgia Career Information Center Georgia State University University Plaza Atlanta, GA 30303-3083 404-651-3100 Fax: 404-651-3112
Website: www.gcic.peachnet.edu
G-26

Jobs for Georgia Graduates
The Georgia Department of Labor, working in cooperation with local education and the business community, implemented a program called Jobs for Georgia Graduates (JGG). The JGG program assists "at-risk" high school students in making a positive transition from high school graduation to continued employment in the world of work. The Jobs for Georgia Graduates program provides an aggressive, comprehensive approach that has lasting benefits for the student participants, the schools, and the employers. This program is a state affiliate of the national model, Jobs for America's Graduates, Inc. (JAG). Currently, the Jobs for Georgia Graduates program operates in 17 high schools throughout the state and has a proven record of success in the delivery of services to program participants. The JGG program continues to offer a range of services to its "at-risk" youth through staff designated as Job Specialists located in 17 participating high schools. Job Specialists are directly responsible for the implementation of services in the following areas: Employability skills instruction/counseling of (30) JAG-developed competencies. JGG Career Association activities building leadership skills, career preparation, and civic and
social awareness. Employer Marketing, job development, and job placement assistance. Twelve months of intensive student and employer follow-up services after graduation. Extended follow-up services for graduates in college, graduates unemployed, and
nongraduates. If you would like further information about this program, please contact David Gordon, Department of Labor, Jobs for Georgia Graduates, (404) 656-5567.
G-27

G-28

Section H: Additional Resources
H-1

H-2

Career Assessment Instruments
Armed Services Vocational Aptitude Battery (ASVAB): Produces scores on 10 subtests and three composites: Academic, Verbal and Math Ability, Career Exploration. Program includes the SDS and work values to identify occupations. Approximately three hours to administer. Career Exploration Program, U.S. Department of Defense, Grades 11 and 12, Postsecondary (FREE).
Career Assessment Program: Aptitude Based Career Decision (ABCD) -- Assesses seven aptitudes: Numerical, Analytical, and Inductive Reasoning; Numerical Computation, Spatial, Vocabulary, and Clerical. Relates scores to 66 occupational families and the Dictionary of Occupational Titles (DOT). Computer-based version available. Takes 100 minutes to administer. Educational Technologies, Inc.
Career Assessment Program: Interest Based Career Decision (IBCD) -- Yields scores on 20 dimensions of work related to 11 GOE interest areas and 66 occupational families. Available in three versions: paper, audio-visual, or computer. Takes 45 minutes to administer. Educational Technologies, Inc.
Differential Aptitude Test (DAT): Contains eight subtests and yields nine aptitude scores. Available in two levels: Grades 7-9 and Grades 10-12. Norms. Technical and counselor's manual available. Computer version available. Two and one half hours to administer. The Psychological Corp.
Career Interest Inventory (CII): Yields 15 scores for occupational groups. Available in two levels: Grades 7-9 and 10-12. Can be used separately or with DAT to produce a complete profile of aptitude and interests. Approximately 30 minutes to administer. The Psychological Corp.
Occupational Aptitude Survey and Interest Schedule: Revised to improve psychometrics and usability. Yields six scores similar to GATB. Used separately or with interest survey. Takes 45 minutes to administer. Pro-Edu.
Occupational Aptitude Survey and Interest Schedule: Revised along with the aptitude survey. Yields 12 scores based on GOE areas. Machine or hand scored. Can be used separately or with aptitude survey. Takes 35 minutes to administer. Pro-Edu.
Campbell interest and Skills Survey (CISS): Uses self-assessed interests and skills to estimate individual attraction to specific occupations requiring college degrees. Total of 94 scales: seven orientations, 29 basic interests, and 58 occupations. Takes 35-45 minutes to administer. National Computer Systems.
Career Directions Inventory (CDI): Based on Jackson Vocational Interest Survey. Provides seven General Occupational Themes and 15 Basic Interest Scales. Extended report available. Takes 30-45 minutes to administer. SGMA Press.
H-3

Chronicle Career Quest (CCQ): Uses 108 (form S) or 144 (Form L) items to yield scores for 12 GOE interest areas. Includes reports for parents and administrators and linkage to career guidance information. Approximately 30-35 minutes to administer. Chronicle Guidance Publications. Harrington-O'Shea Career Decision-Making System, Revised (CDM-R): Revised to include two levels. Uses 96 items to yield six scores similar to SDS. Hand and machine scored. Computer version used with Guidance Information System. Takes 30-45 minutes to administer. American Guidance Services. Career Beliefs Inventory (CBI): Assesses 25 career beliefs, using 96 items on a five-point Likert Scale. Used to identify beliefs that may be blocking career goals. Machine or hand scored. Approximately 30 minutes to administer. Consulting Psychologist Press. Prevocational Assessment Screen (PAS): Assesses motor and perceptual abilities related to vocational training programs. Yields seven scores similar to GATB. Hand scored, computerized performance matrix available. Takes 60-90 minutes to administer. Piney Mountain Press. Special needs populations, ages 14 to adult.
H-4

You Can Have a Career Center Without Spending $10,000
Career Centers usually include: Career Exploration materials/resources. Postsecondary training/educational institutional catalogues and applications. Military information. Parenting information. High school curricula/programs. Financial aid information. Other material on job search skills, employability skills, self-awareness (interests, values,
aptitudes), study skills, and testing.
Of course, it will be necessary to have a corner, a section, or a room to house the materials, but most of this material can be acquired at no cost. For example:
Career Exploration Materials/Resources: With some research, one can find a number of free pamphlets and videos on different careers. The Area Health Education Center (AHEC) distributes Health Careers in Georgiafor free (see Free and Inexpensive Materials for address). Dow Jones will send, free of charge, copies of Newspapers, Diversity and You . Also located in the back of this publication is information about obtaining other free materials, including Women on the Job: Careers in the Electronic Media, Careers in Broadcast News, Careers in News Photography, and Be a Success in the Communications Field.
The Georgia Career Information System (GCIS) is at all middle schools throughout the state, and many high schools have bought the system. This program provides information about 400+ occupations, programs of study, state and national schools, and more. The GCIS can be a resource that provides all the exploratory information needed in a career center, supplemented with free and inexpensive materials.
Postsecondary Training/Education Institutional Catalogues and Applications: This information can be gathered in several different ways: (1) Every two-year or four-year college or university, technical school, or specialty school will mail information about their programs upon request, but postage can become expensive. GCIS offers the same information along with a letter that students can send for information. (2) Each year College Board sponsors PROBE, which is held throughout the state at different locations. Many schools participate in this event. High school students, parents, and counselors (middle and high school) are invited to attend. You can pick up (free) more information than you can carry to supply a career center. This is the best and least expensive way to accumulate this kind of information. (3) The Georgia Student Finance Authority (GSFA) will send Georgia's Postsecondary Schools (updated each year). This catalogue lists all the postsecondary schools in the state with a thumbnail sketch of each school, programs of study, financial aid information, and more. This publication is free. (You should ask for multiple copies; see Free and Inexpensive Materials).
H-5

Military Information: Contact your local recruiters. They will load you down with military information. Recruiters do not call on middle schools; therefore, middle schoolers do not recognize the military as a possible career. Invite the recruiters to your school.
Parenting Information: Most schools have accumulated information for parents dealing with parenting issues. Display this material for parents to pick up or check out. Cut out newspaper and magazine articles that would be of interest to parents; provide some of your own parenting tips; make a one-page information guide to test scores and how to read them.
High School Curricula/Programs: Call your central office for information about the system. Duplicate the requirements for graduation for each course of study. If your system has special programs at the high school, provide information on these programs (e.g., Advanced Placement, honors classes, Tech Prep, Youth Apprenticeships, Jr. ROTC). Most special programs have pamphlets that provide information about the program.
Financial Aid: Contact the Georgia Student Finance Authority (GSFA) at 404/414-3200. They will send you information concerning financial aid in Georgia. Also the Department of Education will send information (see Free and Inexpensive Materials). Other free materials exist: Applying for Financial Aid , Meeting College Costs.
Use your imagination in displaying these materials. Some suggestions are listed below. Focus your center around these three questions: Who am I? Where am I going? And how
am I going to get there? For the high school section, call this: Countdown to High School. Make a bulletin board of Hot Jobs or Jobs of the Future. Use arrows or foot prints to point the way. Create learning centers for each section. Be creative.
H-6

Free and Inexpensive Materials
Where Shall I Go to College to Study Advertising? Bill I. Ross and Keith F. Johnson. $2 per copy prepaid. Available from Advertising Education Publications, 623 Meadow Bend Drive, Baton Rouge, LA 70820.
Careers in Broadcast News. Single copy free with stamped, self-addressed, 6" x 9" envelope. Available from Radio Television News Directors Association, 1000 Connecticut Ave., N.W., Suite 615, Washington, DC 20036.
Women on the Job: Careers in the Electronic Media. Single copy free. Available from American Women in Radio and Television, Inc., 1101 Connecticut Ave., N.W., Suite 700, Washington, DC 20036.
Newspaper--What's in It for Me? An illustrated booklet for high school juniors and seniors. Single copy free to students. Available from Newspaper Association of America Foundation, The Newspaper Center, 11600 Sunrise Valley Drive, Reston, VA 22091.
So You Want to Know More About Editorial Writing: Some Questions and Answers . For a free copy, send a stamped, self-addressed business envelope to National Conference of Editorial Writers, 6223 Executive Blvd., Rockville, MD 20852.
The Journalist's Road to Success: A Career and Scholarship Guide. Lists over 370 colleges that offer journalism majors, scholarships, internships and special training programs, general career information, and employment prospects. Available from the Dow Jones Newspaper Fund, P. O. Box 300, Princeton, NJ 08543-0300. $3 per copy. To order call 1-800-DOWFUND.
Be a Success in the Communications Field. Three brochures on getting started in a communications career. Single copy free. Available from the Dow Chemical Company, Attn. Corporate Communication, 2020 Willard H. Dow Center, Midland, MI 48674.
Newsletter Career Guide. Single copy free. Discusses career opportunities in newsletter journalism and the increasing role newsletters are playing in reporting the news. Available from Newsletter Association Foundation, 1401 Wilson Blvd, Suite 207, Arlington, VA 22209.
Newspaper, Diversity and You. Includes biographies and interviews of minority writers and editors, job hunting advice, hiring statistics, starting salaries, accredited college and university journalism programs, and more. Request from 1-800-DOWFUND or from Dow Jones Newspaper Fund, P. O. Box 300, Princeton, NJ 08543-0300.
Hook-up Skills for the Information Age . A Career 2000 Scholastic publication produced by BellSouth. Order by calling 1-800-631-1586; ask for the BellSouth "hook-up" brochure, ISBN 55495-6.
Careers in Forest Resources. A free video. To order, call 706/542-2686.
H-7

Your Future, Your Choice: Careers in Allied Health. Video. Available from National Careers Information Center HR Productions, 2233 Wisconsin Ave., N.W., Washington, DC 20007. Ask for the companion literature.
Health Careers in Georgia. Write Southwestern Georgia Area Health Educational Center, P. O. Box 528, Albany, GA 31702. Ask for multiple copies.
Georgia Tomorrow. Write the Georgia Department of Labor, Labor Information Systems, 148 International Boulevard, N.E., Atlanta, GA 30303-1715.
The Student Guide (updated yearly and sent in multiple to all high schools). A free booklet giving application information and describing the U.S. Departments of Education's major financial aid programs. Copies are available in January of each year. Federal Student Aid Information Center, P. O. Box 84, Washington, DC 20044.
Higher Education Opportunities for Minorities and Women. Although designed primarily for minorities and women, many of the listed opportunities are for all students. In some instances information is provided on loans, scholarships, and fellowships. Available from Federal Student Aid Information Center, P. O. Box 84, Washington, DC 200044.
Need a Lift? Contains a survey of educational opportunities, careers, loans, and scholarships. Available for $3 from the American Legion, National Emblem Sales, P. O. Box 1050, Indianapolis, IN 46206.
Preparing Your Child for College: A Resource Book for Parents. A booklet that provides information on the academic and financial preparation necessary for college. Copies are available free from: Consumer Information Center, Department 6534, Pueblo, CO 81009.
Make it Happen! A step-by-step guide to college for students in grades 8-12. Available for $1 from Higher Education Information Center, Youth Programs Dept., 330 Stuart Street, Suite 500, Boston, MA 02116.
HOPE. A Brochure that explains the four parts of the HOPE program. Multiple copies are available by calling 1-800-546-HOPE.
Guide for Parents. A brochure of the National Association of College Admissions Counselors for parents of late elementary and middle school students. Addresses college admission and financial aid. Copies are free from NACAC Publications/Media, 16331 Prince St., Alexandria, VA 223142818 or call 1-703-836-2222.
Georgia's Postsecondary Schools (updated yearly). A catalogue of Georgia schools with a thumbnail sketch of each institution's programs of study, financial aid, etc. To order call 1-800776-6878.
H-8

Challenge Yourself Through AP . To order, request from Advance Placement Program P. O. Box 6670, Princeton, NJ 08541-6670 (Limit: 25 copies).
Engineering and You. A brochure available from the National Society of Professional Engineers Education Foundation, Junior Engineering Technical Society (JETS), 1420 King Street, Suite 405, Alexandria, VA 22314-2715.
A free handbook of grade and technical careers and training schools is available from the National Association of Trade and Technical Schools, Dept. CS, P. O. Box 10429, Rockville, MD 20805.
Careers in Physical Therapy . . . A Dynamic Health Care Profession. A brochure available from the American Physical Therapy Association, 1111 North Fairfax Street, Alexandria, VA 22314.
College Money Guide. A brochure published by Octameron Associates, P. O. Box 2748, Alexandria, VA 22301. This is a brochure advertising their publications (which are excellent), but also included in the brochure are "10 Tips to Help You Pay Your Way." These brochures are free, and the company will send as many as you need. They are great for parent meetings.
Direct Lending. A pamphlet available from the Federal Direct Student Loan Program, U.S. Department Of Education, 400 Maryland Ave., S.W., Washington, DC 20202.
The GED Diploma. Provides information about how to earn the GED. Includes what the tests cover, how to prepare, and where to get more information. Write to S. James, Consumer Information Center-4D, P. O. Box 100, Pueblo, CO 81002.
Helping Your Child Be Healthy and Fit, Helping Your Child Get Ready for School , Helping Your Child Learn Geography, Helping Your Child Learn History, Helping Your Child Learn Math, Helping Your Child Learn to Read, Helping Your Child Learn Responsible Behavior, and Helping Your Child Succeed in School. Available from R., Woods, Consumer Information Center-4D, P. O. Box 100, Pueblo, CO 81002.
The Job Outlook in Brief: 1990-2005. Projects job prospects for nearly 250 occupations. Gives anticipated demand, decline, related jobs, and more. $2.25 per copy. Available from R., Woods, Consumer Information Center-4D, P. O. Box 100, Pueblo, CO 81002.
Matching Yourself with the World of Work . Requirements, prospects, and earnings for 200 occupations. $1 per copy. Available from R., Woods, Consumer Information Center-4D, P. O. Box 100, Pueblo, CO 81002.
Resumes, Application Forms, Cover Letters, and Interviews . Tips on tailoring your resume for specific jobs and how to score higher on employment tests. Includes sample interview questions and more. $1 per copy. Available from R., Woods, Consumer Information Center-4D, P. O. Box 100, Pueblo, CO 81002.
H-9

Tomorrow's Jobs. Discusses changes in the economy, labor force, and job opportunities to the year 2005. Provides information on careers, training, financial aid, and more. $1.25 per copy. Available from R., Woods, Consumer Information Center-4D, P. O. Box 100, Pueblo, CO 81002.
Meeting College Costs. Available from College Board Publications, P. O. Box 886, New York, NY 10101.
Applying for Financial Aid. Available from ACT, P. O. Box 168, Iowa City, IA 52243.
Guide to Undergraduate Programs. Available from the National Commission on Cooperative Education, 360 Huntington Ave., Boston, MA 02115.
Visions of the Future. Video that focuses on how the family of the future will communicate electronically. Your students will love this. It shows how technology will impact future communications. $10. Call 1-800-922-3827.
AFL-CIO Guide to Union-Sponsored Scholarships, Awards and Student Financial Aid. Listings of scholarships and awards. Free. Call 202-637-5000 or write AFL-CIO, Pamphlet Division, Room 209, 815 16th Street, N.W., Washington, DC 20006.
College Outlook and Career Opportunities. Magazine articles on financial aid, how to choose a college, SAT preparation, college life, and careers. Free. Available from Townsend Outlook Publishing Company, 104 North Main Street, P. O. Box 239, Liberty, MO 64068-0239.
Getting Skilled, Getting Ahead. Information on 20 fast growing and 20 fast declining vocations and pointers on how to select a trade school. Free. Available from Consumer Information Center, Dept. 80, Pueblo, CO 81009.
Going Right On: A College Planning Guide for Students. Printed annually. Free. Available from College Board, 45 Columbus Ave., New York, NY 10023-6992.
Women's Sports Foundation's College Scholarship Guide. Lists over 10,000 athletic scholarships for women. Available from Women's Sports Foundation, 342 Madison Ave., Suite 728, New York, NY 10173.
Financial Aid Resource Guide. Free. Available from the Education Department of the NAACP, 4805 Mt. Hope Drive, Baltimore, MD 21215.
All about Direct Loans. Available from the Federal Direct Student Loan Program, U.S. Department of Education, 400 Maryland Ave., S.W., Washington, DC 20202.
Nursing Financial Assistance. $3 per copy. Available from the American Legion, National Emblem Sales, P. O. Box 1050, Indianapolis, IN 46206.
10 Ways to Stretch Your Scholarship Chances. Available from Money Insight, 301 Union Ave, Suite 344, Altoona, PA 16602.
H-10

H-11

PowerPoint Presentations
Included in this section are two hard copies of PowerPoint presentations titled: Expanding Students' Career Options By Ensuring Equity: The Changing Roles of Men and Women and Smart Choices for High School and Beyond
Diskettes of the "Smart Choices" PowerPoint presentation have been distributed to all Technology/Career (Vocational) directors and to counselors who attended the 1999 Statewide Tech Prep Conference. Vocational directors were asked to share these diskettes with all interested counselors. We encourage you to modify the disks as needed (e.g., insert your school/program name, delete sections, add sections). If would like to have your own copy of either or both of these PowerPoint presentations in color, please send a disk, along with a note specifying the PowerPoint presentation desired, to:
Ms. Linda Smith Georgia Department of Education Technology/Career Education Division
1770 Twin Towers East Atlanta, Georgia 30334 Please print or type your name, your school's name, and your school's mailing address.
H-12

H-13